Lutherans and Roman Catholics-leaving the points of difference to the teaching of the ministers of each persuasion, as in the National School system in Ireland. It soon acquired a high reputation; and as early as 1811, the Emperor NAPOLEON sent a Commissioner from the University of Paris to examine and report upon the state of education in Holland. The report of the imperial Commissioner was highly favorable, especially in reference to the system of instruction in the Primary Schools. During the reign of LOUIS BONAPARTE, from June, 1806 to 1810, and subsequent to the incorporation of Holland with France, some changes were made in the details of the School Law; but on the restoration of peace and the accession of King WILLIAM FREDERIC of Nassau and Orange, his first care, after the peace in 1814, was directed to the state of education, which was, by a law of that year, restored to the footing of 1806; it has never since been disturbed, but has been extended and applied with growing vigour and success, and Mr. VANDEN ENDE remained, through successive revolutions and changes in form of government, at the head of the department of Primary Instruction from 1806 to 1833, when age compelled him to retire. In Holland the department of primary instruction is managed by an Inspector General, who resides at the Hague, and who acts as the Deputy of the Minister of the Interior. The municipal divisions of the kingdom are provinces, districts, and cities. In each district and city there is an Inspector of Schools appointed and paid by Government, and Committees or Trustees chosen by the people; in each province there is a Provincial Board or Commission of Primary Instruction, consisting of all the inspectors of the schooldistricts into which the province is divided; and also some other leading inhabitants named to meet and confer with the Inspectors. Each Inspector of Schools is required to inspect every school in his district at least twice a-year; is the director of the primary education of his district; no one can exercise the office of a teacher without a license from him; and he is ex-officio member of all the local school boards and committees in his district. The Commission of each province meets three times a-year in the chief town, where the Governor of the province presides in their meetings or conferences. Each of these conferences lasts two or three weeks, during which time each Inspector reads aloud his report on the state and progress of education in his district, and refers to the meeting any questions on which their decision is desired. Each province is allowed to have its own special regulations, founded on the general law. The Commission at each meeting examines whether the acts of the several inspectors have conformed with these regulations, and prepares a general report on the state and progress of education in the provinces, which is forwarded to the Inspector General, together with such recommendations in regard to modifications or improvements in the provincial regulations as the Commission may deem expedient and advisable. Each Inspector is thus responsible to the provincial Commission; and the provincial Commissions are themselves responsible to the Government. The Inspector General, from time to time, meets Delegates from these Provincial Commissions or Boards to confer on the school affairs of the several provinces throughout the kingdom. As early as 1814 the Government sought and tried the best methods of instruction, and prepared and published a catalogue of the best school books. The Inspector General examines and approves or rejects the school books which may be recommended to him by the Provincial Commissions or otherwise; and Inspectors are charged to see that none but books thus authorized are used in the Schools. There are 80 of these school Inspectors, appointed and paid by the State to manage, in connexion with the local authorities, the edu cation of the country--men selected with the g list of names submitted to the government by th Commissions. It is to the unrivalled system of efficiency of the Holland school system is main The Schools are aided by grants from the Sta supported by the provinces and towns, the au provide in their local budgets for the cost of S their respective municipalities. Teachers are ranks, according to their qualifications, and c from their situations without the concurrence A sum is also appropriated for the encourage Associations, where Teachers meet and confer ment, visit each others' Schools, and discuss profession. Each Inspector is required to hold conferences with the teachers in his district at fi are two Normal Schools-annually training a But many of the instructed masters in various to of Teaching, as well as the required subjects of to those of their senior pupils who intend to be the Dutch Government, after trying all other m a sufficient supply of properly qualified masters c without Normal Schools. The maxim in H men make the Schools; and therefore the chief to the selecting of teachers and inspectors. course, highly respected as well as respectable. of teachers are conducted by Inspectors assem meetings-men interested in obtaining able mas tive districts, and men who have spent years i way of promoting education, and who thoroughl belongs to the profession of a schoolmaster. 7 generally, "that the municipal and departmen secure a sufficient income to the Teachers, and be left dependent upon payments from the parent Such is an epitome of the system of primar country where human industry has achieved its which was the battle ground of civil and relig sixteenth century-which (though a republic England an unrivalled system of responsible mon in the seventeenth century-whose confederacy ent provincial republics in one united republic, form of the great American confederacy in the --and whose educational example from the con present century has furnished more practical hi less influence, than that of Prussia, in the p instruction in other countries. We have no r several practical developments of this system as sonal inquiry and observation; nor can we say the Holland system of classical and university e we left ourselves space to give more than two istics furnished in the Minutes of HER MAJES Committee on Education--referred to at the co article. The intelligence, virtue, and industr Holland are the best illustration and eulogy system. In 1846 the entire population of the which Holland is divided, was 3,053,384; t children in the schools was 382,370 ;--one-e population being under public instruction. 1 that not a native child of ten years of age, of be found in Holland who cannot read and wr this land of statesmen and soldiers, of libera painters; of ERASMUS and GROTIUS, of ARMIN of COSTER and VANDEN ENDE! Selections. THE BIBLE AND RELIGIOUS INSTRUCTION IN THE From the Eighth Report of the Massachusetts Board of Education. It is gratifying to the Board to be able to announce that, so far there was reason for desiring a change in regard to the use of e Bible in our schools, the change which has taken place within e last few years is a favorable one. In one of the early Reports the Secretary, after careful inquiry on his part, the fact was mmunicated to the Board and the public, that the Bible was then ed in almost all the schools, either as a devotional or as a readingok. But there were exceptions. From inquiries, however, which ve been made by the Secretary during the present year, (1844,) now appears, that, of 308 cities and towns in the Commonwealth, is used in the schools of 258 towns, as a regular reading-book, escribed by the school committees; and that, in the schools of 3 towns, it is used, either as a reading-book, or in the exercises devotion. From nine of the remaining towns, no answers were ceived, and, in the schools of three towns only, it is found not be used at all. By the direction of the Board, it has been in daily use, in all e Normal Schools, from their commencement, and it is believed at it is used, in like manner, in all our academies. While we rejoice at the change, which has taken place, in this spect, the fact, that there is a single institution of learning, in e peculiar home of the Pilgrims, where the light of the Bible is cluded from the minds of the pupils, is a ground of serious apprension and regret. While the Christian world is sub-divided into such a variety of igious sects, it is to be expected that their jealousies would be cited, by sectarian instruction, or, by the introduction of books a denominational character. And, indeed, as well in the present te of public opinion, as of the enactments of our Legislature, at teacher would act strangely in contravention of his duty, who Ould attempt to disregard such a well-understood, and beneficial vision of the laws. But the Bible has nothing in it of a sectan character. All Christian sects regard it as the text-book of eir faith. Our fathers brought it with them, as their choicest crimony, and bequeathed it to us, as our richest inheritance. ey imbued their children with its spirit. They founded our vernment, upon its principles; and, to render the Government -manent, they established the institution of the Common School, the nursery of piety. It is, also, worthy of remark, that while our Legislatures have arded, sedulously and effectually, our Common Schools, from coming places for sectarian instruction, they have, at the same e, provided for the instruction of the youth, both in the schools in the other institutions of learning, in a knowledge of the nciples of the Christian religion. The 7th sec. of the 23rd -p. of the Revised Statutes, enjoins it, as a duty, upon all the tructors of youth, that they shall impress upon their minds, "the ciples of piety"-and those other virtues, which are the is, upon which our constitution is founded; and that they ll also endeavour to lead their pupils to a clear understanding of tendency of the above-mentioned virtues, to preserve and per= that constitution, and secure the blessings of liberty, as well to promote their future happiness, and, also, to point out to m the evil tendency of the opposite vices. t is difficult to perceive, how these results can be accomplished, hout a frequent reference to the pages of the sacred volume; it is equally difficult to imagine what objection can be raised the study of a book, which is not only the palladium of our rties, but the very foundation also, of our most cherished hopes. f it is said, by the use of the Bible in the schools, a wrong interpretation may be given by the teacher, to any of its passages, the reply is an obvious one, that this would be a fault in the manner of instruction, provided for by the law, and not in the use of the Bible itself. But it may be further replied, that even this danger is guarded against. The spirit of the law is opposed to it; and public opinion, in this country stronger than the law, would, at once, put down the attempt of any teacher, to violate the rights of conscience, by giving to his pupils sectarian instruction. It will be recollected, that the Common Schools are under the charge of committees chosen by the people, who have power to prescribe the books, and to direct the manner and the amount of religious instruction. If it is said, also, that the Church, the Sabbath School, and the family, are places better adapted than the Common School, for the education of children in the principles of the Christian religion, we reply, that, though undoubtedly it is the duty of parents and of religious teachers, to co-operate with the Common School teachers in their religious instructions, yet it is only in the Common School that thousands of the children in our Commonwealth can be thus instructed. How many are there of those, who swarm in our cities, and who are scattered throughout our hundreds of towns, who, save in the public schools, receive no religious instruction? They hear it not from the lips of an ignorant and a vicious parent. They receive it not at the Sabbath School, or from the pulpit. And if in the Common School, the impulses of their souls are not awakened and directed by judicious religious instruction, they will grow up,. active in error, and fertile in crime. The Board do not propose, indeed, they are unable to suggest any legislation to remedy the evil. It is beyond legislation! Like legislation itself, it depends upon popular opinion; and if that is not awakened to it, the evil is irremediable. But if the community will look back upon the institutions of the Pilgrims, and contemplate the wonders which those institutions have wrought for us; if it will compare the moral aspect of New England, with the most favored features of a nation, where the light of the gospel has shone with less effulgence; or, if it will compare an individual, subjected at an early age to religious influences, his energies aroused, guided and controlled by judicious discipline, and his affections trained and confirmed in habits of kindness and benevolence, with one reared without principle, educated without morals, corrupting youth by his example, and harrassing society by his crimes, it will form, it is believed, a more correct estimate of the unspeakable value of a religious education. INFLUENCES OF EDUCATION ON COMMUNITIES. Principal of the Classical School, Deckertown, N. J. The intelligent traveller, standing on the mountain of Passilippo, beholds a scenery, to which, in the whole world, he scarcely finds a parallel. At his feet westward, is spread out the enchanting vale of Neapolis, embosomed in the lovely margin of which, a spacious bay, studded with sunny isles, and half encircled by shores robed with orange groves, stretches its silvery waters till lost in the expansive Mediterranean; while eastward, and above him, rises mountain turret and towering crag, exhibiting one of Nature's most sublime and beautiful amphitheatres. Still, in the back-ground, and towering above all, with its blackened sides and ever-flaming crater, stands the terrible Vesuvius. The associations that here crowd the memory of the spectator, are no less interesting than the scenery that meets his eye. In his immediate presence stands the tomb and rest the ashes of that tongue, by which were once made vocal the hills and vales of farfamed Mantua. In the distance once shone the isle of Baix, adorned with numerous villas of Roman Senators, and honoured with the academy of Cicero. And there, too, the site of Capua, celebrated as having by its luxuriant pleasures subdued the mighty army of the terrible Carthaginian. On the other hand, and beneath the vast fields of lava, lie, in eternal sleep, the once gay, active and magnificent cities of Herculaneuin and Pompcii. But let our traveller now descend and traverse the streets of Naples, and how is he struck in turning his eye from the glories of the works of God, to the disgrace of that human depravity, with which he is in contact. Squalid wretchedness and abject ignorance everywhere abound. Thieves and beggars by thousands crowd the streets. The traveller shudders at the thought of taking lodgings in the polluted place, and embarks on the departing ship, and finds peaceful refuge on the dark wave of the Mediterranean. Select another town, which, in point of interesting location, will bear comparison with that just alluded to. Two distinguished chains of mountains, from different directions, approach within a few miles of the place, and abruptly terminate as if hewn perpendicularly down, leaving a plain of several miles in extent for the site of the beautiful city of New Haven. Here let the reflecting traveller arrive, and two miles distant from the city, stand on the summit of West Rock. He views far in the east, an extended sheet of water, decked with many a snowy sail, while still beyond a magnificent island forms the blue margin on the horizon, stretching to the right and left interminably. Centrally in this grand picture stands the lovely city. The stranger descends from his lofty speculum, and traverses its streets. It is the hour of prayer. The melodious chime of bells calls worshippers from every quarter. The smooth and spacious green, on which several sacred edifices rear their glittering spires, is checkered in every direction with advancing groupshoary age, blooming youth, and happy childhood commingle the silent ejaculation "The joyful morn, my God, is come, My feet the summons shall attend, And tread the hallowed floor." Let the spectator now institute the inquiry: Why does the city of New Haven strongly attract the virtuous heart, and that of Naples repel it? Why is not the lovely shore of ancient Campania now the residence of an intelligent, enlightened, virtuous and happy population? Why is not the vale of New Haven the very abode of indolence, ignorance, debauchery, theft, and squalid wretchedness? Who would not unhesitatingly answer, that the spirit of liberal and sound education is welcomed in the one, and completely diffused through the mass of its population; while from the other, with the exception of a few cloistered instances, it is completely excluded? Let it be understood, that education in its extensive and proper sense, is here intended-that education which cultivates and rectifies the whole mind, intellectually and morally. Reader, are you a patriot? Rest your country's liberty, wealth, honour, and happiness on a sound education. Do you view yourself in the light of a philanthropist? Education, with all that the term justly embraces, is the good Samaritan that pours healing oil and wine into the bruises of the mind bowed down beneath the shackles of ignorance. But especially, are you a parent? Wish you ardently the best interests of your offspring? Open, then, the windows that admit light into the mind of thy child. God has built that mind for a mansion of knowledge. He has founded it on earth, and designed it to rise above the skies. That mind contains many chambers of resplendent grandeur, and pavilions of immortal happiness; but the key, in a great measure, is committed to thy care, which unlocks and illumes this noble structure. You can withhold the light, and in consequence, it may smoulder in darkness, and crumble into irremediable ruin. We ought not to despise a man any more for the misfortunes of his mind than those of his body, when they are such as he cannot help; nay, rather, we should pity him the more who is deficient in intellect than he who has lost a leg or arm, the loss of the latter may be supplied by artifical means, the want of the former never can be supplied by any means at all. GREAT minds are charitable to their bitterest enemies, and can sympathize with the failings of their fellow-creatures. It is only the narrow-minded who make no allowance for the faults of others. In proportion as luxury increased, the life of man was abreviated: The seven kings of Rome reigned longer than the first twenty emperors. strove dew, And breathe the s on the air, As the incense of lo But, lovely Summer With joyous smil A cloud, e'er long, And shade thy si Yes, thou must se With quenched i Till each on the co To wither ard to And thou thyself w And seek some h For pleasure bloom Upon the shores Ah! vainly do we For aught that c Full many a bitter Is many a morta And leaves us-1 The fair one to woo from her dwelling Hope flings a halo. Round scenes of above; And he fanned her soft cheek with his But soon the vision fairy like wing, Laden rich with the freshness and fra- The cup of joy we grance of Spring. But there find no And, while we list Is changed to no And quickly she came, borne along on the breeze, Casting robes of new light o'er the blos- And better thus-f soming trees; Aught, in a wor Shedding gifts of rare worth in her sun-To satisfy the imm shine and showers, And give unfadi We might become Might cling to ea And have you not seen her, the fair, smi- Forgetful of our he ling guest! And painting new bloom on the cheek of the flowe:s. And better home Forgetful of the gl That bathes thos As she breathes upon all things and bids And Sharon's Ros them rejoice? That blooms per In garments of beauty and joyousness drest? And have you not heard the sweet tones of her voice, TRUE GREATNESS-AN INCI Chief Justice MARSHALL was in the habit of himself, and carrying home his purchases. Fr be seen at sunrise, with poultry in one hand the other. On one of these occasions, a fashi from the North, who had removed to Richmond violently because he could find no one to carry h MARSHALL stepped up, and asking him where being told, "That is on my way, and I will take i he came to the house, the young man inquired, you?" "Oh, nothing," said the Chief Justice, it was on my way and not of trouble." any "Who was that polite old man that brought h me?" inquired the young man of a by-stander MARSHALL, Chief Justice of the United States bring home my turkey?" "To give you a sev teach you to attend to your own business," was True greatness never feels above doing anyth but especially, the truly great man will never himself. His own independence of character de able to help himself. Dr. FRANKLIN, when he fi self in business in Philadelphia, wheeled home purchased for the printing office, upon a wheelba hands. Anecdotes for Boys. Science and Practical Arts. TELEGRAPHS-ELECTRO-MAGNETIC TELEGRAPH. [Concluded from the last Number, p. 93.] We have glanced at different kinds of Telegraphic communications ancient and modern-to some of the phenomena of electricity, the rapidity of its travels, the different modes of generating it, the construction of the voltaic pile and galvanic battery, as also of the standards, tubes and wire of the Electro-magnetic Telegraph. We have likewise illustrated what is termed the Galvanic or Voltaic circle, simple and compound, and the process of its formation. We have observed that the Galvanic Battery is the motive power of the Electro-magnetic Telegraph. (Fig. 3.) ZC ZO 20 To make our further remarks on this point more intelligible and plain to the general reader, we will in the first place repeat the Illustration with which we concluded our remarks last month; hamely, VOLTA's couronne des tasses, (crown of cups)-a kind of galvanic battery which is used in many of the intermediate stations of telegraphic lines. This battery consists (as is shown in the accompanying Figure) of a number of glasses filled with acidulated water, with zinc and copper plates immersed in them, in the order represented in the figure; Z indicating the zinc, and C the copper plate; the arrows denoting the course of the electric fluid. It will be seen that there is one plate of each kind immersed in the diluted sulphuric acid of each glass; that the wire passes from the copper plate C in the first glass to the zinc plate Z in the Volta's Galvanic Battery. second glass, which also contains a plate of copper connected by a wire with the zinc plate of the third glass; and in like manner the copper of the third glass is connected vith the zinc of the fourth, and so on to any number-each succeeding cup adding to the force of the electrical current. Now let a wire proceeding from the copper plate at the right and of the row of glasses or jars be brought into contact with a vire proceeding from the zinc plate at the left hand of the row of lasses, and the circuit or circle is closed or completed, and the action irculates. The acid having a stronger affinity for zinc than for opper, and acting chemically upon the zinc, (as explained in our ast number) produces an alteration in the electrical state of the etal. The zinc communicating its natural share of the electrical uid to the acid, becomes negatively electrified; the copper, atracting the same fluid from the acid, is positively electrified. Thus rom Z to C in the first glass to the left, there passes through the quid a positive current, which is carried by the conducting wire rom C to the second Z; and at Z's contact with the liquid in ne second glass, joins a second charge, and both pass on to the econd C, and so on from glass to glass, and around the whole rcuit. But suppose that, instead of completing or closing the circuit by Onnecting the handles suspended at the right and left of the row glasses by wires, as exhibited at the bottom of the figure, a erson were to make his own limbs and body a part of the circuit y seizing the handles or wire at each extremity of the row of asses, one in each hand. As the human body is a good conuctor of electricity, the electrical current would pass through it, roducing convulsive shocks. And if any number of persons were unite in forming the circuit by joining hands, each person would el the electric shocks. Furthermore, suppose that instead of either of these methods eing adopted to close or complete the circuit, the wires at the ght and left hand of the row of glasses were to be connected with e ground, the result would be the same-the earth being as good conductor of electricity as the human body. Again, (the wire at e left hand of the battery being connected with the ground,) supse the wire at the right hand was carried on poles or standards, eing isolated from them by non-conducting glass or earthenware bes or caps) to the distance of twenty, one hundred or five hundred les, and then brought into contact with the earth, the result ould be the same as if the distance were not more than three feet, three inches. Not even the time of making the circuit of five ndred or a thousand miles can be appreciated, since the speed of electrical fluid, through the earth, as well as along the wire, is at the rate of 288,000 miles, or more than eleven times around the globe, in a second of time-one-third faster than the light itself! These remarks prepare the way for enabling the reader clearly to understand what is meant by the term circuit in the Telegrapha principle or peculiarity essential to its operations, and on which some of its most remarkable phenomena depend. It will be recollected from what we have above stated, that the first zinc plate Z in the left glass of the row (Fig 3) being chemically acted upon by the acid, and losing its proper share of the electrical fluid, becomes negatively electrified. That end of the row of glasses is, therefore, called the negative pole of the battery. It has also been shown that the copper plate C in each glass, receiving more than its due share of the fluid, becomes positively electrified. The right end of the row of glasses, therefore, terminating with the copper plate C, is called the positive pole of the battery. Now the term circuit, as applied to the Telegraph, has reference to the wire, which commences at the positive pole of the battery, and, after going any distance from five inches to five hundred miles, returns to the negative pole of the battery. The circuit is said to be closed or complete, when the going and returning of the wire are uninterrupted or unbroken; that is, when the wire is neither broken, nor permitted to come into contact, in any place, with any substance that will conduct away the fluid from it. When the wire is broken in any place, or brought in any part of its course into contact with the wooden poles or the ground, by the breaking of any of the isolating glass or earthenware tubes or caps, or otherwise, the circuit is said to be broken or open; and then the Telegraph will not work. the sources of uncertainty in the working of the Telegraph we shall remark hereafter.) (On In order to complete and maintain the current between any two Telegraphic Stations two wires were, in the first instance, thought necessary the one conducting the galvanic current from the positive pole of the battery to the distant station, and the other conducting it back again to the negative pole of the same battery. But it has been found that this latter office is best, and of course most economically, performed by the earth itself! The use of the ground as a conductor of galvanic fluid, for such a purpose, between such distant points as Toronto and Quebec, or Toronto and Boston or New-York, is a mystery indeed; but it is also as unquestionable a fact as that of the Telegraphic communication itself. Thus the invisible electrical current passes from the positive pole of the battery through hundreds of miles of conducting wire to the distant station-thence its destination is to the negative pole of the same battery, and its conductor thereto is the earth. At each end or station, the wire is carried down to the ground, and attached to a large plate of metal buried there; and the electrical current finds its way through the earth, with the rapidity of thought, from one of these metalic plates to the other. Let it now be observed, that the galvanic battery is placed in the circuit thus formed, (forming a part of it) and is the fountain of the electrical current which so mysteriously and instantaneously flows to the distant point of destination and thence back, through the earth, to the place of beginning. The next question is, how is the current thus generated, and conducted throughout the whole of a more or less distant unbroken circuit, applied to practical purposes, and made the medium of communicating between distant points messages of business, intelligence and affection? This is accomplished by another ingenious invention— placing in this circuit an instrument called the ELECTRO-MAGnet. Viewing the Telegraph as a mode of communicating thought by writing, the galvanic battery represents the physical power of man by which the operation is performed-the wire-the arm-the Electro-Magnet with its needle-the hand and pen-the Operator, the presiding and directing intelligence in the whole process. The construction of the Electro-Magnet then, and the principle on which it performs its functions, come next to be explained. By observing the changes which lightning produces in the magnetic character of the needles of ships' compasses, and by experiments with Leyden batteries, it has long been known that electricity is capable of producing magnetic effects; and electro-magnetism relates to magnetism which is induced by the agency of electricity. The electro-magnet is usually a piece of soft iron temporarily magnetized by a current of voltaic electricity. It is variously shaped,-most commonly in the form of a horse shoe but the principle of its construction and action is the same in all forms and circumstances. The electro-magnet is formed by coiled wire around the iron bar. This coil of wire is technically termed a helix-a spiral line, or line in the form of a cork screw. The wire which forms the helix is covered, in the same manner as bonnet wire, with some non-conducting substance, as silk or cotton, in order to prevent a metallic contact of the wires with each other. The galvanic fluid passes through the whole length of the wire in the coil as the conductor; and the power of the electro-magnet depends chiefly on the length of the wire in the spiral coil. Were the wires thus formed into a close coil not covered, the fluid would pass from surface to surface, through the coil in the shortest direction, as through a mass of copper, and its effect would, in a great measure, be impaired. When the magnet is in the form of a horse shoe, or of the letter U, two coils are necessary-one for each prong or leg. (Fig. 4.) In the accompanying figure 4, are represented a small galvanic battery of the jars, the wires attached to the poles of the battery, and connected with the helix or coils of wire around the electromagnet. The bars N, S, are designed to represent the manner in which a piece of steel may be permanently magnetized by the electro-magnet, and do not relate to the purpose for which we have introduced the figure. As soon as the connection between the battery and the electro-magnet by the removal (even the eighth of an inch) of either of the wires, the iron bar in the helix ceases to be magnetized. But the instant the conducting wire is replaced, and the galvanic current restored, the bar is again magnetized. (Fig. 5.) S This principle may be more clearly illustrated by the accompanying figure 5, which represents a helix or a stand, and a bar of soft iron, N, S, placed within it, connected with the battery by means of screw-cups on the base of the stand-the wire from each end of the helix being connected with the stand also. The instant the connection is thus established between the battery and the helix, the two extremities of the iron bar (N, S,) will become strongly magnetic, and the keys (as exhibited in the figure) or any pieces of iron will be held up as long as the connection with the battery is sustained. But as soon as the connection is broken the bar loses Should this its magnetic power, and the suspended articles fall. connection be established and broken fifty or two hundred times in a minute, the same effects would as often follow. The magnetic power is concentrated on the surface of the iron bar at N and S; and that magnetism is produced by the inductive influence of the galvanic current from the battery following the circuitous turns of the wire around the iron. Now, as the peculiar property on which the ical agencies of steam depend, is its power of degree of elastic force and losing it instantaneo liar property of the electro-magnet depends upon i taneously acquiring and losing this attractive inf Suppose now that at the ends or poles of (made in the shape of the letter U) the end of a the centre, on a point or pivet as its axis, like th pass, but moving perpendicularly instead of hori that the end of the lever were placed in about th from the ends of the electro-magnet, and preven vibrating up and down more than the eighth of by a small spring from approaching nearer than of the poles of the magnet, unless attracted by an than that of the spring. When the galvanic ci tery is closed, its magnetic power is in an insta the poles or in the faces of the electro-magnet, end of the lever is attracted to them, the other in a corresponding degree. When the circuit is netism of the electro-magnet is gone in an inst the lever attracted to it rises by the force of t circuit is closed or broken in rapid succession, t corresponding rapid vibration-the intervals of up or down being identical with the length of broken or closed. The same effect is exhibited w magnet is separated three feet or three thous galvanic battery. The circuit is closed and ope key touched by the thumb or finger. Now the delicately vibrating lever here suppo of the Magnetic-Telegraph; and the principle o by means of the electro-magnet is the basis of invention the principle on which Morse's Elec graph is constructed. We cannot enter into various parts of the machinery employed. Our o the principle on which it is based. The te consists of dots, short and long lines, which a point attached to the pen-lever-being made long to the length of time the pen-lever is pressed paper drawn under it by machinery at an unif motions of the pen-lever being regulated by breaks and closes the circuit with as much ease ter touches the keys of a piano. We will con lowing account (taken from the 21st edition of P of the working and Alphabet of Morse's Telegr of Telegraph used in Canada: "An electric-magnet is so arranged with its arma armature is attracted it communicates its motion to blunt point is attached, which marks a narrow strip o it by machinery resembling clock-work, whenever th in action. When the electro-magnet ceases to act, th communicating its motion to the lever, the blunt poi contact with the paper. By this means, if one of the is attached to the screw-cup, whenever the other w remaining cup, the armature is powerfully attracted b point on the lever presses the paper into the groove making an indentation on the paper corresponding during which the contact with the battery is maintain drawn slowly under the roller. "An alphabet of signs or symbols, is formed by ind varying in length, which is easily read by those conn graph. Thus, the letter e is represented by one sh letter o, by two marks thus; the letter a, by a thus ; the letterf by a short, a long, and a short figure 1 by a short, two long, and a short one, thus arrangement all the letters and the numerals are rep graph. A simple contrivance connected with the m to strike when the telegraph commences its opera warning to the attendant. "It has already been stated that the motion of velocity even that of light, and that its velocity is equ a second of time. The invention that thus enables with his brother man, with a rapidity that sets time deservedly ranks as one of the greatest ever achieved b * The following table presents a view of Morse's 1 |