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the teacher is to co-operate with the parent, or The views here expressed are supposed to be to use the better and more definite language of in perfect accordance with the teachings of the the law, if the teacher for certain purposes, is, Inspired Volume, and they are known to be " in the place of the parent," it necessarily fol. strictly in harmony with the laws of all civilized lows that he must, for those purposes, be in nations and the general experience of mankind.a vested with the authority and power of the pa. It is cheerfully conceded that well informed and rent. If the infliction of corporal punishment good men hold and express opinions precisely upon the child is justifiable on the part of the opposite to those here advocated, but it is pos. parent by reason of the child's inability to be sible that even such men may entertain and pro. influenced and controlled by the principles of pagale error. Good men not unfrequently, reason and morality, will it be for one moment though unconsciously, deceive themselves by contended that the child's character is so essen. supposing that all other persons are like them.) tially modified and changed, simply by entering selves in their motives and actions. Every a school-room, that a mode of discipline indis. man measures the character of his fellows by pensably necessary to order while in the parent's his own. Hence the strictly honest are always charge, becomes barbarous and absurd when the slow to believe in the existence of obliquity and very same reason requires it for the preservation fraud, and the knave is equally slow to admit of order in the school ? But teachers cannot the possibility of honesty and fair dealing. The know the character of the child as the parent best of men, however, have just reason to dis. knows it, they do not comprehend its feelings, trust the correctness of their opinions, however they lack a parents' patience, sympathy, and ardently and honestly entertained, if on exami. judgment. If all this is true, what a farce does nation they are found to be in opposition to the it make of the whole school system. If teachers doctrines of the Bible, and the general experi. are thus inferior to parents in the necessary qua.ence of mankind lifications for forming aright the character of the child, why are they employed at all? Suppose
os the teacher divested of the power to inflict corpo. ral punishment, and suppose instances to occur
(For the District School Journal.) in which all appeals to the reason and moral |
GREENE COUNTY. feeling of the pupil shall prove wholly ineffec. tual, how shall order be maintained and the DeaR SIR-Having just closed my official performance of duty enforced ? Must the teach- tour through the county, perhaps it will not be er make a written complaint to the parent? improper for me to make known through the There are thousands of cases in which the parent medium of the Journal, the result of my la. would believe the statements of the child in oppo. bors. I have visited one hundred and thirty sition to all that the teacher could speak or district schools; being the whole number in opewrite. Shall the refractory pupil be reported to ration at the time of my visitaiion. Thus far, the town superintendent? Then that officer my visits have been received with the utmost must grant that pupil and his friends a fair hear. cordiality. The opposition to the office of ing before he can decide upon his conduct with County Šuperintendent, that formerly existed, justice. This mode of preserving order would has nearly subsided; and judging from the pre. be found in practice altogether too dilatory and sent state of feeling that seems to prevail gene. expensive. Shall the idle and disobedient be rally throughout the county in reference to com. summarily dismissed from the school? Hun. mon schools, the efforts now making in their dreds and thousands of ignorant children would behalf are, with few exceptions, universally delight above all things in such a mode of disapproved. I found the majority of the schools cipline. Is it not wiser, rather than encounter in good condition. Some are of the first order; these and other difficulties by no means imagi. not inferior to the private schools and acade. nary, which would be consequent upon a bolition mies in their vicinity, either in point of disci. of the teacher's power to inflict reasonable cor. pline or instruction. There are ladies and gen. poral punishment, to continue that mode or dis. tlemen engaged the present season in the busi. cipline to which we have been so long accus. ness of teaching, whose highest ambition in the tomed? Is it not better to say to the teacher, literary world seems to be, to acquire the repu. for certain purposes in relation to the children tation of good school teachers. Wherever I of your school, you are to occupy a parent's found teachers of this description, I saw de. place, and for those purposes you are invested veloped the elements of a good school. The with a parent's authority. The law will sustain first law of Heaven was depicted in every coun. you in its proper exercise, but will hold you tenance, in every movement, and in every ac. strictly responsible for its abuse?
tion; and a most thorough system of instruc. . When the time arrives in which the child tion carried out in every departmeut of the shall competently understand and obey the prin school. They have a time and place for every ciples of reason and morality, and shall be guid. thing, and do every thing at its proper and aped simply by those principles into the punctual pointed time. One subject only is suffered to performance of his whole duty, then may the engross their attention at a time, and that is power of corporal punishment be abolished with thoroughly investigated and gone through with, safety and for the general good. But until that before another is introduced. Could instruction time does arrive, it is confidently believed that in all our schools thus be reduced to a system, the best good of the child, and the preserva. the difficult and laborious task of teaching a tion of order in the family, in the school, and in school properly, would be greatly facilitated, society at large, imperatively demand the con. and the most signal success would crown the tinuance and proper exercise of this power on efforts of those whose business is, to mould and the part of parents and teachers.
discipline the minds of the rising generation.
Of this class of teachers, there are compara. guage. If this course is adopted, the exercise tively few to be found in the county. Many of cannot fail of eliciting thought and interest. the schools I visited, scarcely deserved the Another obstacle in the way of improvement name of schools : and the time of many teachers in our schools is, there is a want of interest on who had been permitted to enter the school-room the part of the patrons of common schools. in that capacity, might be profitably employed This indifference is manifested in various ways: in improving their education in a common school in employing cheap and incompetent teachers; for some time to come. There are others whose in permitting their children to be irregular in literary acquirements may be considered respec. their attendance ; in neglecting to repair their table, but who have not an aptness to teach. school-hönses; in not visiting their schools. Or, in other words, they lack in judgment in One or more of these practices prevail to a greatadapting their instructions to the capacities and er or less extent in every school district I have understandings of children. They are incapa. visited. They are among the most formidable ble of analyzing a subject and exhibiting its evils we have to contend with ; and so long as parts separately. The minds of their pupils they are suffered to obstruct the progress of inare not trained to habits of thought and reflec- struction in our common schools, the incalcula. tion, Mere isolated facts are substituted for ble blessings they are designed to secure to the ideas. In short, the whole course of instruc- rising generation will not be realized. tion is devoid of interest to the scholars, and
Yours truly, J. OLNEY, ill adapted to develop and strengthen the intel
County Supt. of Com. Schools. lectual powers.
Windham, March 29, 1844. Another fault in teachers is, they are not thorough in imparting instruction. Children COMMON SCHOOL CELEBRATION. are advanced too fast in their studies. Long and hurried recitations are encouraged. Les. Hon. SAMUEL YOUNG, sons are usually reciteal from the book, without Sir :-I take the liberty to forward you here. any explanations from the teacher to the scho. with, two Cortland papers, giving accounts of lars, or any illustration given of the exercise; the convocations or celebrations which I have and the scholar leaves the teacher without re-called together, since my return from Albany. ceiving any real benefit from the recitation. You have received, through Mr. Randall, the There may be a great deal of labor performed accounts of the preceding ones. There is but in schools where this course of instruction is one yet unpublished, that of Cortlandville, pursued, yet there is no progress. No perma- which in point of numbers far exceeded all the nent impressions are made upon the minds of rest. I will forward that as soon as possible. pupils ; and their understandings remain unim. Strange as it may seem to you, sir, these proved. Often children are put into studies meetings have encountered bitter opposition. In that are beyond their capacities; and not being several of the towns, the town superintendents able to comprehend tbe subject of their lessons, thought it best not 10 make the attempt-were they become discouraged, and their relish for quite certain they would fail! I expressed to learning is turned into utter dislike. I have them all my determination to hold such a meetfound scholars the past winter, who were pur-ing in each town at all hazards. You will see sụing philosophy, chemistry, and the higher the result. As the first trial of an experiment, branches of mathematics, who could not bound utterly new in this county, and regarded with their own state, or even their own town, read dread and distrust by many of the teachers and intelligibly, or spell correctly. In those schools, schools, I think you will be disposed to regard orthography was almost wholly neglected; the it as a not unsuccessful one. These meetings scholars were permitted to pass over the sylla. have aroused a singular degree of spirit and bles of words when spelling, without pronoun: excitement in the schools; and the same feeling cing them separately, or even pronouncing the has spread among parents. The dissenters and word after they had spelled it. As a matter of opposers have been swept away and overwhelmcourse, I found the same schools backward in ed by a perfect torrent of popular enthusiasm. reading. This exercise is too much neglected I wish, sir, you could have witnessed the specin nearly all our schools. Its importance is not tacle at Homer and Cortlandville; the whole properly appreciated by most teachers. A dull, streets filled with processions, banners, huge. monotonous manner of reading, is tolerated in and beautifully decorated vehicles. Some their schools. If their pupils read rapidly, and schools preceded by bands of music-others, speak their words distinctly, they are pronounc. singing hymns and odes-bells pealing-and, ed good readersNo attention is paid to em. occasionally, a deep and heart-felt shouð burstphasis, accent or inflections. The ideas the ing from the congregated multitude! The spec. author intends to convey are wholly disregard.tacle in the churches was gay and animating ed, and little or no interest is taken in the ex- beyond description. Until the exercises comercise. To read, is the most disagreeable task menced, each was like a dense forest of banners the pupil ha's to perform. He looks upon it, as -almost hiding the sparkling faces underneath. being almost insupportable ; and when he has The churches, where not occupied by schools, performed it, a heavy sigh indicates that a burwere crowded with the parents and friends of den almost intolerable is removed. Inquire of the scholars, some smiling-not a few weeping the pupil what subject he has read about? and / outright for joy! The enthusiasm of both old he cannot give a single idea. Not the least pos. and young knew no bounds. Perhaps, sir, it sible benefit is derived from the exercise. would have been more delicate in me, to bave Scholars should be taught to read their lessons suppressed the incident in relation to the pre: understandingly. If time is wanting, they sentation of the banner, at Homer. But I did should read less, and read it thoroughly, and not well see how I could, without exhibiting a then give the author's meaning in their own lan. false modesty, so long as the incident was so
notorious, and was made to constitute so marked T. Or by way of abbreviation ? P. Transcript. a feature in the ceremonies of the occasion. The same is done when a derivative of the When the church shook under the deep cheers Latin word 'pes' occurs, as in the words, impewhich burst forth as the banner was unfurled, diment, pedestal, pediment, impede, expedite; or of I could not but think, sir, of the suggestion the word 'duco,' in induce, produce, traduce, re. which I presumed to hazard in my last report duce,adduce,conduce,induceinent, induction, deducto the Department, in relation to a personal visi. tion,reduction, production ; and then the names of tation to county conventions of schools, by the the agents or persons performing these several State Superintendent. If we may estimate the acts are given. feeling and enthusiasm which it would call forth So of the words in which the Greek 'grapho is among our schools and people, by that produced an element, as geography, chirography, graphic, by it in a minor sphere, by a minor official, it paragraph, telegraph, graphite, (a mineral.) &c. would be difficult to say where it would end- The same exercises take place in regard to to what extent it would not reach. I propose hundreds of other words. to hold similar meetings the ensuing summer, The Scotch tcachers, the great body of whom and had we a building large enough in the coun. are graduates of colleges, or have attended the ty to hold five or six thousand children, I should university before beginning to keep school, are take the liberty to write you to be present. perfectly competent to instruct in this thorough I have the honor to remain, sir,
manner. I think it obvious, however, that this Your obedient servant,
mode of teaching may be carried too far, as maHENRY S. RANDALL ny of our words, though wholly or in part of
Latin or Greek derivation, have lost their ety. EDUCATION IN EUROPE.
mological signification, and assumed a conven. tional one.
But all this,-admirable in its way,- was (Extract from the last Report of Hon. Horace Mann.]
hardly worthy to be mentioned in comparison
with another characteristic of the Scottish SCOTCH SCHOOLS.
schools, viz. the mental activity with which the THERE are some points in which the schools of Scotland are very remarkable. In the thorough.
exercises were conducted, both on the part of
teacher and pupils. I entirely despair of exci. ness with which they teach the intellectual part of reading, they furnish a model worthy of be.
ting in any other person, by a description, the
vivid impressions of mental activity or celerity, ing copied by the world. Not only is the mean.
which the daily operations of these schools proing of all the important words in the lesson clear.
duced in my own minu. Actual observation ly brought out, but the whole class or family of
alone can give any thing approaching to the true words, to which the principal word belongs, are
idea. I do not exaggerate when I say that teh introduced, and their signification given. The
most active and lively schools I have ever seen pupil not only gains a knowledge of the mean.
in the United States, must be regarded almost ing of all the leading words contained in his ex.
as dormitories, if compared with the fervid life ercise, but also of their roots, derivatives, and
of the Scotch schools ; and, by the side of theirs, compounds; and thus is prepared to make the
our pupils would seem to be hybernating ani. proper discriminations between analagous words
mals just emerging from their torpid state, and whenever he may hear or read them on future
as yet but half conscious of the possession of occasions. For instance, suppose the word 'cir.
2: life and faculties. It is certainly within bounds cumscribe occurs in the lesson ; the teacher asks
to say, that there are six times as many ques. from what Latin words it is derived, and being |
tions put and answers given, in the same space answered, he then asks what other English
of time, as I ever heard put and given in any words are formed by the help of the Latin pre
school in our own country. position'circum.' This leads to an explanation
But a few preliminary observations are neces. of such words as circumspect, circumvent, cir.
sary to make any description of a Scotch school cumjacent, circumambient, circumference, cir.
intelligible. cumflex, circumfusion, circumnavigate, circum
In the numerous Scotch schools which I saw, stance, circumlocution, &c. &c. The same thing would then be done in reference to the other ety
100% the custom of place-taking prevailed, not mere.
Yily in spelling, but in geography, arithmetic, reamological component of 'circumscribe,' viz :
ding, defining , &c. Nor did this consist solely 'scribo'; and here the specific meaning of the words describe, inscribe, transcribe, ascribe, pre.
in the passing up of the one giving a right an.
swer above the one giving a wrong. But if a scribe, superscribe, subscribe, &c., &c,, would be
scholar made a very bright answer, he was pro. given. After this might come the nouns, adjec.
moted at once to the top of the class; if he made a tives, and adverbs, into which this word enters
very stupid one, he was sentenced no less summa. as one of the elements, such as scripture, manu
rily to the bottom. Periodically prizes are given, script, &c. The teacher says, Give me a word,
and the fact of having been Duri' (that is, at which signifies to copy, Pupils : Transcribe.
the head of the class, the greatest number of T. To write in a book, or on a tablet. P. In. scribe. T. To write upon, or on the outside of,
times, is the principal ground on which the pri.
zes are awarded. In some schools an auxiliary as on a letter. P. Superscribe. T. To write
stimulus is applied. The fact of having passed beneath, or under. P. Subscribe. T. A man
up so many places, (say ten or twelve,) entitles goes around to obtain names for a book or news.
the pupil to a ticket; and a given number of paper ; or to get promises of money for stocks
these tickets is equivalent to being 'dur' once. or for charity. What does he want? P. Sub
When this sharper goad to emulation is to be ap. scriptions. T. And what are those called who
plied, the spectator will see the teacher fill bis give him their names? P. Subscribers. T.
hand with small bits of pasteboard, and, as the And what is a copy called ? P. Transcription. I recitation
tion. I recitation goes on and competition becomes keen, and places are rapidly lost and won, the Nor can the faintest picture of these exciting teacher is seen occasionally to give one of these scenes be given, without introducing something tickets to a pupil as a counter, or token, that of the technical phraseology used in the school. he has passed up above so many of his fellows;! If the pupil is not prompt at the moment, and -that is, he may have passed up above four at if the teacher means to insist upon an answer one time, six at another, and two at another,- from him, (for it will not do to pass by a schol. and if twelve is the number which entitles to aar always, however dull,) he exclaims in no ticket, one will be given without any stopping very moderate or gentle voice, 'come away,'or or speaking,- for the teacher and pupil appear 'Come away, now;'-and if the first does not to have kept a silent reckoning, and when the answer and the next does, he directs the latter latter extends his hand, the former gives a tick- to pass above the former by the conventiopal et without any suspension of the lesson. This phrase, · Take him down.' 'If a whole section gives the greatest intensity to competition ; and stands at fault, for a moment, and then one at such times. the children have a look of almost leaps up and shouts out the reply, the teacher maniacal eagerness and anxiety.
exclaims, 'Dux boy,' which means that the one I have said that questions were put by the who answered shall take the head of the class. teacher with a rapidity almost incredible. When Suppose the teacher to be hearing his class in once put, however, if not answered, they are not a reading lesson, and that the word 'impediment' again stated in words. If the first pupil cannot occurs, something like the following scene may answer, the teacher rarely stops to say. Next,' take place. but,-every pupil having his eye on the teacher, Teacher. 'Impediment,' from what Latin words! and being alive in every sense and faculty, and | Pupil. In and pes. the teacher walking up and down before the T. What does it mean? class, and gesticulating vehemently,--with his P. To oppose something against the feet, arm extended, and accompanying each motion to keep them back. with his eye, he points to the next, and the next, T. How is the word' pes' used in statuary? until perhaps, if the question is difficult, he may P. In pedestal,-the block on which a stat. have indicated each one in a section, butobtain. ue is raised. ed an answer from none; then he throws his T. In architecture ? arm and eye around towards one side of the P. Pediment. room, inviting a reply from any one, and, if still 1 T. In music? unsuccessful, he sweeps them across the other P. Pedal, a part of an organ moved by the side, and all this will take but half a minute. feet. Words being too slow and cumbrous, the lan. T. In botany? guage of signs prevails; and the parties, being Pedicle, or footstalk of a flower. all eye and ear, the interchange of ideas has an T. Give me a verb. electric rapidity. While the teacher turns his P. Impede. face and points his finger towards a dozen pu. T. A noun. pils consecutively, inviting a reply, perhaps a P. Impediment. dozen arms will be extended towards him from T. An adjective, which imports despatch in other sections of the class, giving notice that the absence of obstacles. they are ready to respond; and in this way a P. Expeditious. question will be put to a class of fifty, sixty, or T. An adjective, meaning desirable or con. eighty pupils, in half a minute of time.
ducive. Nor is this all. The teacher does not stand P. (Hesitates.) T. Come away. (To the immovably fixed to one spot, (I never saw a next.) . Come away. (He now points to hall teacher in Scotland sitting in a school-room,, nor a dozen in succession, giving to each not more are the bodies of the pupils mere blocks, resting than a twinkling of time.) motionless in their seats, or lolling from side to Ninth pupil. Expedient. side as though life were deserting them. The T. Take 'em down. (This pupil then goes custom is for each pupil to rise when giving an above eight.) answer. This is ordinarily done so quick, that All this does not occupy half the time in the the body of the pupil, darting from the sitting class that it takes to read an account of it. into the standing posture, and then falling back In a school where a recitation in Latin was into the first position, seems more like an in-going on, I witnessed a scene of this kind; the strument sent suddenly forwards by a mechani. room, unlike the rooms where the children of cal force and then rapidly withdrawn, than like the common people are taught, was large. the rising and sitting of a person in the ordinary Seventy or eighty boys sat on deskless, back. way. But it is ubvious that the scene becomes less benches, arranged on three sides of a square full of animation when,-leave being given to a or parallelogram. A boy is now called upon to whole division of a class to answer,-a dozen/ recite,--to parse a Latin noun for instance. or twenty at once spring to their feet, and ejac. But he does not respond quite so quickly as the ulate at the top of their voices. The moment it report of a gun follows the flash. The teacher is seen that the question has been rightly an. cries out 'Come away,' The boy errs, giving swered, and this is instantaneously shown by perhaps a wrong gender, or saying that it is de the manner of the teacher, all fall back, and an rived from a Greek verb, when, in fact, it is.de other question is put. If this is not answered, rived from a Greek noun of the same family. almost before an attentive spectator can under Twenty boys leap forward into the area, --15 stand it, the teacher extends his arm and flash. though the house were on fire, or a mine or an es his eye to the next, and the next, and so on, ambush had been sprung upon them, and and when a rapid signal is given to another side out the true answer in a voice that could be of the room, a dozen pupils leap to the floor and heard forty rods. And so the recitation pro vociferate a reply.
Iceeds for an hour.
To an anaccustomed spectator, on, entering: SCHOOLS OF PRUSSIA AND 8AXONY. one of these rooms, all seems uproar, turbu. lence, and the contention of angry voices,--the On reviewing a period of six weeks, the great. teacher traversing the space before his class, in er part of which I spent in visiting schools in a state of high excitement, the pupils springing the north and middle of Prussia and in Saxony, from their seats, darting to the middle of the (excepting, of course, the time occupied in gofloor, and sometimes, with extended arms, forming from place to place,) entering the schools to ing a circle around him, two, three, or four hear the first recitation in the morning, and re. deep,-every finger quivering from the intensi. maining until the last was completed at night, I ty of their emotions,-until some more saga call to mind three things about which I cannot cious mind, outstripping its rivals, solves ihe be mistaken. In some of my opinions and indifficulty,-when all are in their seals again, as ferences, I may have erred, but of the following though. by magic, and ready for another encoun- | facts, there can be no doubt :ter of wits.
1. During all this time, I never saw a teacher I have seen a school kept for two hours in hearing a lesson of any kind, (excepting a rea. succession, in this state of intense inental acti. ding or spelling lesson.) with a book in his hand. vity, with nothing more than an alternation of 2. I never saw a teacher sitting, while hear. subjects during the time, or perhaps the relax. | ing a recitation. ation of singing. At the end of the recitation, 3. Though I saw hundreds of schools, and both teacher and pupils would glow with heat, I thousands, I think I may say, within bounds, and be covered with perspiration, as though tens of thousands of pupils,-I never saw one they had been contending in the race or the ring. child undergoing punishment, or arraigned for It would be utterly impossible for the children misconduct. I never saw one child in tears from to bear such fiery excitement, if the physical having been punished, or from fear of being pun. exercise were not as violent as the mental is in. ished. tense. But children who actually leap into the During the above period, I witnessed exerci. air from the energy of their impulses, and re. scs in geography, ancient and modern; in the peat this as often as once in two minutes on an German language; from the explanation of the average, will not suffer from suppressed activi. simplest words up to belles-lettres, disquisitions, ty of the muscular system
with rules for speaking and writing ; in arithThe mental labor performed in a given period metic, algcbra, geometry, surveying and trigo. in these schools, by children under the age of nometry; in book-keeping ; in civil history, an. twelve or fourteen years, is certainly many cient and modern: in natural philosophy; in times more than any I have ever seen in any botany and zoology ; in mineralogy, where there schools of our own, composed of children as were hundreds of specimens ; in the endless va. young. With us, the lower classes do not ordi- riety of the exercises in thinking; knowledge narily work more than half the time while they of nature, of the world, and of society ; in Bible are in the school room. Even many members history and in Bible knowledge;-and, as I beof the reciting classes are drowsy and listless, fore said, in no one of these cases did I see a and evidently following some train of thought, teacher with a book in bis hand. His book, -if they are thinking at all,whose scene lies his books,-his library, was in his head. beyond the walls of the school-house, rather Promptly, without pause, without hesitation, than applying their minds to the subject-matter from the rich resources of his own mind, he of the lesson, or listening to those who are re brought forth whatever the occasion demanded, citing, or feigning to recite it. But in the mode I remember calling one morning at a country above described, there is no sleepyness, no dro. school in Saxony, where every thing about the ning, no inattention. The moment an eye wan. premises, and the appearance both of teacher ders, or a countenance becomes listless, it is and children, indicated very narrow pecuniary roused by a special appeal; and the contagion circumstances. As I entered, the teacher was of the excitement is so great as to operate upon just ready to commence a lesson or lecture on every mind and frame that is not an absolute French history. He gave not only the events of non-conductor to life.
a particular period in the history of France, but One sees at a glance, how familiar the teach. mentioned as he proceeded all the contempora. er, who teaches in this way, must be with the ry sovereigns of neighboring nations. The or. whole subject, in order to command the atten. dinary time for a lesson, here as elsewhere, was . tion of a class at all.
an hour. This was somewhat longer, for to. I was told by the Queen's Inspector of the wards the close, the teacher entered upon a train schools in Scotland, that the first test of a teach of thought from which it was difficult to break er's qualification is his power to excite and sus. off, and rose to a strain of eloquence which it tain the attention of his class. If a teacher can. was delightful to hear. The scholars were all not do this, he is pronounced, without further absorbed in attention. They had paper, pen inquiry, incompetent to teach.
and ink before them, and took brief notes of There are some good schools in England, such what was said. When the lesson touched upon as the Normal School at Battersea, those of the contemporary events in other nations, which, Home and Colonial Infant School Society, and as I suppose, had been the subject of previous the Borough Road School, in London, and some lessons,--the pupils were questioned concerning others; but, as I saw nothing in these superior them. 'A small text-book of history was used to what may be seen in good schools at home, by the pupils, which they studied at home. I omit all remarks upon them."
I ought to say further, that I generally visited
schools without guide, or letter of introduction, * The famous school at Norwood,-eight or ten miles
-presenting myself at the door, and asking the from London,wbere more than a thousand of the pau. per children of London are collected is an extraordi. | favor of admission. Though I had a general nary sight, without being an extraordinary school. Torder from the Minister of Public Instruction,