academical degree, that of Tsin-tse. He who obtains this is congratulated and feasted by his friends, he is regarded with veneration by the people, is eligible to the highest office in the state, and may be raised by the Emperor to the dignity of Han-lin.

The Emperor himself is required to be a man of learning, and the care of his early education is committed to a special college of learned men, called Tschea-sza-fu; and he is regarded in law as the educator and instructer of his people, as well as their ruler. In each village there is a public hall, where the civil and military functionaries assemble on the first and fifteenth of every month, and a discourse is delivered to them on the Sacred Edict. This Sacred Edict contains, 1. The principles of Khong-hi, an ancient emperor. 2. A commen

tary by his son Young-tching, who reigned about the year 1700; and, 3. A paraphrase by Wang-yeou-po. It was translated into English by Rev. W. Milne, Protestant Missionary at Malacca, and printed in London in 1817.

In the above brief sketch, it is plain that the Chinese have a great veneration for learning, and that the emoluments and honors of the empire are designed to be accessible to those only who have taken academical degrees. But the whole system is arranged to make them Chinese. It excludes every thing of foreign origin, it admits neither improvement nor variation, and the result is manifest in the character of the people.

Some, however, of our modern improvements have long been known and practised in the Chinese schools. Such as the practice of the children reading and repeating together in choir, the art of mnemonics, and others of the like kind.-See Schwartz's Geschichte der Erziehung, vol. i. p. 68–75.

(B.)

PRUSSIAN SCHOOLS, A FEW YEARS AGO.

THE following questions and answers are from Dr. Julius's testimony, before the Committee of the British House of Commons, in 1834, respecting the Prussian School System.

"Do you remember, from your own knowledge, what the character and attainments of the schoolmasters were previous to the year 1819?" "I do not recollect; but I know they were very badly composed of non-commissioned officers, organists, and half-drunken people. It has not risen like a fountain at once. Since 1770, there has been much done in Prussia, and throughout Germany, for promoting a proper education of teachers, and by them of children."

"In your own observation has there been any very marked improvement in the character and attainments of schoolmasters, owing to the pains taken to which you have referred ?"

"A very decided improvement."

Dinter, in his autobiography, gives some surprising specimens of gross incapacity in teachers, even subsequent to 1819. The following anecdotes are from that interesting work, Dinters Leben von ihm selbst beschrieben.

In the examination of a school in East Prussia, which was taught by a subaltern officer dismissed from the army, the teacher gave Dinter a specimen of his skill in the illustration of Scripture narrative. The passage was Luke vii., the miracle of raising the widow's son at Nain. "See, children, (says the teacher,) Nain was a great city, a beautiful city; but even in such a great, beautiful city, there lived people who must die. They brought the dead youth out. See, children, it was the same then as it is now-dead people couldn't go alone they had to be carried. He that was dead began to speak. This was a sure sign that he was alive again, for if he had continued dead he couldn't have spoken a word."

In a letter to the King, a dismissed schoolmaster complained that the district was indebted to him 200705 dollars. Dinter supposed the man must be insane, and wrote to the physician of the place to inquire. The physician replied that the poor man was not insane, but only ig norant of the numeration-table, writing 200 70 5 instead of 275. Dinter subjoins, "By the help of God, the King, and good men, very much has now been done to make things better."

In examining candidates for the school-teacher's office, Dinter asked one where the Kingdom of Prussia was situated. He replied, that he believed it was somewhere in the southern part of India. He asked another the cause of the ignis-fatuus, commonly called Jack-withthe-lantern. He said they were spectres made by the devil. Another being asked why he wished to become a school-teacher, replied, that he must get a living somehow.

A military man of great influence once urged Dinter to recommend a disabled soldier, in whom he was interested, as a school-teacher. "I will do so," says Dinter, "if he sustains the requisite examination." O," says the Colonel, "he doesn't know much about school-teaching, but he is a good, moral, steady man, and I hope you will recom mend him to oblige me." D.-O yes, Colonel, to oblige you, if you your turn will do me a favor. Col. What is that? D.-Get me appointed drum-major in your regiment. True, I can neither beat a drum, nor play a fife; but I am a good, moral, steady man as ever lived.

A rich landholder once said to him, "Why do you wish the peas. ant children to be educated? it will only make them unruly and disobedient." Dinter replied, "If the masters are wise, and the laws good, the more intelligent the people, the better they will obey."

Dinter complained that the military system of Prussia was a great hinderance to the schools. A nobleman replied that the young men enjoyed the protection of the government, and were thereby bound to defend it by arms. Dinter asked if every stick of timber in a house ought first to be used in a fire-engine, because the house was protected by the engine? or whether it would be good policy to cut down all the trees of an orchard to build a fence with, to keep the hogs from eating the fruit?

(C.)

SCHOOL-COUNSELLOR DINTER.

GUSTAVUS FREDERICK DINTER was born at a village near Leipsic, in 1760. He first distinguished himself as principal of a Teacher's Seminary in Saxony, whence he was invited by the Prussian government to the station of School-Counsellor for Eastern Prussia. He resides at Konigsberg, and about ninety days in the year he spends in visiting the schools of his province, and is incessantly employed nearly thirteen hours a day for the rest of his time, in the active duties of his office; and that he may devote himself the more exclusively to his work, he lives unmarried. He complains that his laborious occupation prevents his writing as much as he wishes for the public, yet, in addition to his official duties, he lectures several times a week, during term-time, in the University at Konigsberg, and always has in his house a number of indigent boys, whose education he superintends, and, though poor himself, gives them board and clothing. He has made it a rule to spend every Wednesday afternoon, and, if possible, one whole day in the week besides, in writing for the press; and thus, by making the best use of every moment of time, though he was nearly forty years old before his career as an author commenced, he has contrived to publish more than sixty original works, some of them extending to several volumes, and all of them popular. Of one book, a school catechism, fifty thousand copies were sold previous to 1830; and of his large work, the School-Teacher's Bible, in 9 volumes 8vo., thirty thousand copies were sold in less than ten years.

He is often interrupted by persons who are attracted by his fame, or desire his advice; and while conversing with his visiters, that no time may be lost, he employs himself in knitting; and thus not only supplies himself with stockings and mittens, suited to that cold climate, but always has some to give away to indigent students and other poor people. His disinterestedness is quite equal to his activity, and of the income of his publications he devotes annually nearly five hundred dollars to benevolent purposes. Unweariedly industrious, and rigidly economical as he is, he lays up nothing for himself. He says, "I am

one of those happy ones, who, when the question is put to them, ‘Lack ye any thing?' (Luke xxii. 35,) can answer with joy, Lord, nothing.' To have more than one can use is superfluity, and I do not see how this can make any one happy. People often laugh at me, because I will not incur the expense of drinking wine, and because I do not wear richer clothing, and live in a more costly style. Laugh away, good people; the poor boys also, whose education I pay for, and for whom, besides, I can spare a few dollars for Christmas gifts and new-year's presents, they have their laugh too."

Towards the close of his autobiography, he says respecting the King

of Prussia, "I live happily under Frederick William; he has just given me one hundred and thirty thousand dollars to build churches with in destitute places; he has established a new Teachers' Seminary for my poor Polanders, and he has so fulfilled my every wish for the good of posterity, that I can myself hope to live to see the time when there shall be no schoolmaster in Prussia more poorly paid than a common laborer. He has never hesitated, during the whole term of my office, to grant me any reasonable request for the helping forward of the school-system. God bless him. I am with all my heart a Prussian. And now, my friends, when ye hear that old Dinter is dead, say, May he rest in peace; he was a laborious, good-hearted, religious man; he was a Christian.' ''

A few such men in the United States would effect a wonderful change in the general tone of our educational efforts.

(D.)

IMPROVEMENT OF SCHOOL-TEACHERS.

Ar the commencement of the late school efforts in Prussia, for the benefit of teachers already in the profession who had not possessed the advantages of a regular training, it was the custom for them to assemble during the weeks of vacation in their schools, and, under the care of a competent teacher, go through a regular course of lessons for their improvement. Of the entire course a careful and minute journal was kept and transmitted to the government. The following is from the journal of a four weeks' course of this kind, which was held at Regenwald in 1821, under the charge of School-Counsellor Bernhardt. The King gave his special approbation of this journal, and caused a large number of copies to be printed and circulated throughout the kingdom. The Minister of Public Instruction expresses himself respecting it in the following terms :

"The view presented and acted upon by School-Counsellor Bernhardt, that the important point is not the quantity and variety of knowledge communicated, but its solidity and accuracy; and that the foundation of all true culture consists in the education to piety, the fear of God, and Christian humility; and, accordingly, that those dispositions, before all things else, must be awakened and confirmed in teachers, that thereby they may exercise love, long-suffering, and cheerfulness, in their difficult and laborious calling-these principles are the only correct ones, according to which the education of teachers every where, and in all cases, can and ought to be conducted, notwithstanding the regard which must be had to the peculiar circumstances and the intellectual condition of particular provinces and communities. The Ministry hereby enjoin it anew upon the Regency, not only to make these principles their guide in their own labors in the common schools and Teachers' Seminaries, but also to commend and urge them in the most

emphatic manner on all teachers and pupils in their jurisdiction. That this will be faithfully done, the Ministry expect with so much the more confidence, because in this way alone can the supreme will of his Majesty the King, repeatedly and earnestly expressed, be fulfilled. Of the manner in which the Regency execute this order, the Ministry expect a Report, and only remark further, that as many copies of the journal as may be needed will be supplied."

The strongly religious character of the instructions in the following journal will be noticed; but will any Christian find fault with this characteristic, or with the King and Ministry for commending it?

The journal gives an account of the employment of every hour in the day, from half past six in the morning to a quarter before nine in the evening. Instead of making extracts from different parts of it, I here present the entire journal for the last week of the course, that the reader may have the better opportunity of forming his own judgement on the real merits of the system.

FOURTH WEEK.

Monday, Oct. 22. A. M. 6-7. Meditation. Teachers and parents, forget not that your children are men, and that, as such, they have the ability to become reasonable. God will have all men to come to the knowledge of the truth. As men, our children have the dignity of men, and a right to life, cultivation, honor, and truth. This is a holy, inalienable right, that is, no man can divest himself of it without ceasing to be a man. 7-8. Bible instruction. Reading the Bible, and verbal analysis of what is read. Jesus in the wilderness. 9-12. Writing. Exercise in small letters. P. M. 2-5. Writing as before. 5-7. Singing. 8-83. Meditation. Our schools should be Christian schools for Christian children, and Jesus Christ should be daily the chief teacher. One thing is needful. Jesus Christ, the same yesterday, to-day, and for ever. The great end of our schools, therefore, is the instruction of children in Christianity; or the knowledge of heavenly truths in hope of eternal life; and to answer the question, What must I do to be saved? Our children, as they grow up, must be able to say, from the conviction of their hearts, We know and are sure that thou art the Christ, the Son of the living God. Beloved teachers, teach no Christianity without Christ, and know that there cannot be a living faith without knowledge and love.

Tuesday, Oct. 23. A. M. 6-7. Meditation.

Christian schools are

the gardens of God's spirit, and the plantations of humanity, and, therefore, holy places. How dreadful is this place! This is none other than the house of God. Teachers, venerate your schools-regard the sacred as sacred. 7-84. Bible instruction. Reading of the Bible and verbal analysis of what is read. Luke xv. 1-10. 8-9. Catechism. Repeating the second article with proper emphasis, and the necessary explanation of terms. 10-12. Writing. Exercise in German capitals, with the writing of syllables and words. P. M. 1-4. General repetition of the instructions for school-teachers given during the month. 4-5. Brief instruction respecting school discipline and school laws. 5-7. Singing. 8-8. Meditation. Teachers, you should make your