magazines in German; two newspapers and six magazines in French; three newspapers in English; one newspaper in Polish; and one in Latin; two nowspapers in Georgian; and two in Lettish; also three newspapers in Russian and German, and two in Russian and Polish. In St. Petersburgh twenty-six newspapers and forty-two magazines are published in the languages above mentioned. Of the direct news-papers in the Russian language published in St. Petersburg, one resembles the French Moniteur, and publishes a collection of the laws and orders of the Government twice a week. Another publishes the decrees and decisions of the imperial senate. A third deals in light literature, with a sparing admixture of politics. The Russian Invalide, which told the tale of the loss of the Tiger, the other day, is a daily military newspaper. There is a government paper which appears once a week; and another which is published daily. There are also mining journals, farming journals, trade journals and a "Finger-post to the police of St. Petersburgh."....The annual meeting of tho French Academy of Inscriptions Et Belles Lettres (part of the Institute) was held in Paris the latter end of August. Numerous medals were distributed....An interesting and important discovery by M. Boyar of Nismes is announced in Paris. It consists of producing instantaneously copies of engravings, lithography, and printed pages, with such minute exactitude that even with the aid of a microscope they cannot be distinguished from the original. The discovery is kept a profound secret....The Berlin Academy of science celebrated the fiftieth anniversary of Von Humboldt's admission to that body on the 4th August. ....A rich inhabitant of Cologne has presented that city 100,000 thalers (about £15,200 sterling) to erect a gallery for works of art....Dr. Kitto, the eminent Biblical scholar, left England on the 9th, ult. for Stutgard, whither he has gone for the benefit of his health....A letter from an American, at present a resident of Berlin, to the Christian Advocate, mentions the recent death of Mademoiselle Neander, the faithful sister and attendant of the Rev. Dr. Neander, the well known author of the "Church History," and other valuable works....A project is now on foot to institute a Trade Museum in London, and with that view Professor Solly has been appointed by Her Majesty's Commissioners for the great exhibition of 1851, to commence the formation of a General Collection of the raw Produce and Manufactures of all countries. We hope that the British Colonies, and Canada especially, will have their various products fully represented in the Museum. Mr. F. H. Heward acts as agent for the project in Toronto, and is prepared to forward, free of expense, to parties desirous to contribute, any articles of Canadian produce, to the proposed collection. The Museum will embrace almost every article that is produced in Canada....The Archaeological Society of Dublin, is about to bring out an Irish Dictionary, -as perfect as may be,-in which the names of places, townlands, &c, wlil be given, all of which are graphically significant. The society for preserving and publishing the ancient Irish Melodies have brought out a second part,-twenty airs, with notes and illustrations, by Petrie, Curry, &c., so that Irish literature is advancing....Messrs. Hodges & Smith, of Dublin, have also recently published an interesting and beautifully illustrated work, entitled, "Tours in Ulster," by John B. Doyle, Esq.

Anno reparatæ salutis

millesimo, sexcentesimo, nonagesimo tertio Regnante Augustissimo, Invictissimo et Christianissimo Galliæ Rege LUDOVICO MAGNO XIIII,

Excellentissimus ac Illustrissimus Dnus. Dnus. LUDOVICUS DE Buade,

Comes de Frontenac, totius NOVE FRANCIE, semel & iterum Prorex.

Ab ipsomet, triennio ante, rebellibus Nova Angliæ incolis, hanc civitatem Quebecensem, obsidentibus, pulsis, fusis, ac penitus devictis,

Et iterum hocce supradicto anno obsidionem minitantibus,

Hanc arcem cum adjectis munimentis in totius patriæ tutelam, populi salutem, necnon in perfidæ, tum, Deo, tum suo Regi legitimo, gentis iterandam confusionem, sumptibus regis ædificari

Curavit,

Ac primarium hunc lapidem

posuit.

་

JOANNES SOULLARD

sculpsit.

The following is a translation of the inscription:"In the year of grace one thousand, six hundred, and ninety-three, in the reign of the very august, very invincible, and very christian king of France, Louis the Great, 14th of name, the very excellent and very illustrious Seignior Louis du Buade, Count of Frontenac, for the second time Governor of the whole of New France, the rebel inhabitants of New England, three years before, having been repulsed, routed, and completely vanquished by him, when they besieged the city of Quebec, threatening to renew the siege this same year, has caused to be constructed, at the expense of the King, with the fortifications adjoining it, for the defence of the whole country, for the safety of the inhabitants, and to confound again that perfidious people as well towards God as their legitimate King. And he has laid this foundation stone."

This inscription is one more proof of the aversion of the old French Canadians to the New England roundheads. From most of the historical accounts there was not much love lost between them, and Franklin might as well have saved himself the trouble of his mission to induce the Canadians to join in the revolt with the old thirteen colonies.

THE

UNIVERSITY OF TORONTO.

HE ANNUAL EXHIBITIONS will commence on THURSDAY, NOVEM BER 2, 1854.

The following SCHOLARSHIPS are offered for competition, amongst Matriculants:

In LAW-wo of the value of £30 per annum, each.

In MEDICINE-Three of the value of £30 per annum, each.

In ARTS-Twenty-three (eight under the former, and fifteen under the new regulations) of the value of £30 per annum, each. In CIVIL ENGINEERING-Two of the value of £30 per annum. each.

In AGRICULTURE-Three of the value of £30 per annum, each. In addition to these, there are offered for competition in ARTS: Amongst students of the standing of one year from Matriculation, 15, of the value of £30 per annum, each.

Amongst students of the standing of two years from Matriculation, 15, of the value of £30 per annum, each

Amongst students of the standing of three years from Matriculation, 15, of the value £30 per annum, each.

Each of these Scholarships is tenable for one year, but the scholars of each year are eligible for the Scholarships of the succeeding year. Candidates for admission are required to produce satisfactory certificates of good condnet, aid of having completed the 14th year of their age, and to pass an examination in the subjects appointed for Matriculation; or to produce similar certificates of good conduct, and of having completed the 16th year of their age; and to pass an examination in the subjects appointed for Students of the standing of two years in the University. The former are acmissible to the degree of B. A. after four, the latter after two years from

admission.

Graduates or Undergraduates of any University in Her Majesty's dominions are admissible ad eundem, but are required to produce satisfactory certifi cates of good conduct, and of their standing in their own University.

Candidates for Degrees, Scholarships, Prizes, and Certificates of Honor, who have been students of any affiliated Institution, are required to produce cer tificates signed by the authorities of that institution; but attendance on Lecture is not required, as a qualification, by this University, except for Students in Medicine.

5th.

nations, are required to transmit to the Registrar, at his office in the Parlia All Candidates who purpose presenting themselves at the ensuing Examiment Buildings, the necessary certificates, on or before Thursday, October Information relative to the subjects of Examination, and other particulars, can be obtained on application to the vice chancellor. Senate Chamber, Parliament Buildings, Toronto, September 9th, 1854. To be inserted by all the news papers of the city twice in each week up to November 2nd.

UNIVERSITY OF VICTORIA COLLEGE. HE WINTER SESSION will commence on THURSDAY, the 2nd of NOVEMBER next.

THE

Arrangements have been made for re-opening the College Boarding Hall, under the direction of the Moral and Domestic Governor-Rev. S. D. Rice. The price of Board will be reduced to 11s. 3d. cy. per week.-Students furnishing their own lights.

Young men who may so prefer will be allowed to board in private families. Apply to the

Cobourg, Aug. 31, 1854.

REV. S. S. NELLES, M. A., Principal Victoria College.

ADVERTISEMENTS inserted in the Journal of Education for one halfpenny per word, which may be remitted in postage stamps, or otherwise. TERMS: For a single copy of the Journal of Education, 5s. per annum; back vols. neatly stitched, supplied on the same terms. All subscriptions to commence with the January number, and payment in advance must in all cases accompany the order. Single numbers, 74d. each.

All communications to be addressed to Mr. J. GEORGE HODGINS, Education Office, Toronto. TORONTO: Printed by LOVELL & GIBSON, Corner of Yonge and Melinda Streete,

VI. How are the mass of the people to be educated?.. VII. Inferiority of American public libraries.... VIII. How they educate the people in Russia.... IX. 1. The school house of the section. 2. The teacher in the school room.... .... 179

X. EDITORIAL.-1. Public School libraries. 2. Noble Examples. 3. Normal and Model Schools Examinations. Provincial Certificates granted at the close of the 12th session of the Normal School for U. C.......

46

...... 180

XI. MISCELLANEOUS.-1. To the teacher (Poetry.) 2. Mental Indolence of teachers. 3. Difficulties in school government. 4. "Now" 5. A mother's influence. 5. Primary schools in Boston. 7. New school law in Connecticut. 8. Progress. 9. Artistic workmanship at Pompeii. 10. A man entering into life. 11. Employment in school.. XII. EDUCATIONAL INTELLIGENCE.-1. Canada Monthly Summary. 2. Victoria College, medical department. 8. Prizes in the Common Schools. 4. British and Foreign monthly summary. 5. The Queen's Colleges in Ireland. 6. National education in Ireland. 7. Polish Schools. 8. United States Monthly Summary. 9. Schools in New-York. 10. American Institute of Instruction.....

182

... 184

XIII. LITERARY AND SCIENTIFIC INTELLIGENCE.-1. Monthly Summary. 2. Melancholy fate of Sir John Franklin. 8. Extraordinary experiments with the electric telegraph. XIV. Advertisements

HUGH MILLER AS A SCHOOL BOY.

....

187 188

Men may learn much from each other's lives-especially from good men's lives. Men who live in our daily sight, as well as men who have lived before us, and handed down examples for us in the lives of others formed after their own model, are the most valuable practical teachers. For it is not mere literature that makes men-it is real, earnest, practical life, the life and example of the home, and the daily practical life of the people about us. This it is which mainly moulds our nature, which enables us to work out our own education, and build up our own character.

Hugh Miller has very strikingly worked out this idea in his admirable autobiography just published, entitled "My Schools and Schoolmasters."* It is extremely interesting, even fascinating, as a book; but it is more than an ordinary book-it might almost be called an institution. It is the history of the formation of a truly noble and independent character in the humblest condition of life-the condition in which a large mass of the people of this country are born and No. 218" Biography" in the Supplemental Catalogue of Books for Public Libraries

in Upper Canada.

Canada.

No. 11.

brought up; and it teaches to all, but especially to poor men, what it is in the power of each to accomplish for himself. The life of Hugh Miller is full of lessons of self-help and self-respeet, and shows the efficacy of these in working out for a man an honorable competence and a solid reputation. It may not be that every man has the thew and sinew, the large brain and heart, of a Hugh Miller-for there is much in what we may call the breed of a man, the defect of which no mere educational advantages can supply; but every man can at least do much, by the help of such examples as his, to elevate himself and build up his moral and intellectual character on a solid foundation.

We have spoken of the breed of a man. In Hugh Miller we have an embodiment of that most vigorous and energetic element in our nation's life-the Norwegian and Danish. In the times of long, long ago, these daring and desperate northern pirates swarmed along our eastern costs. In England they were resisted by force of arms-for the prize of England's Crown was a rich one; and by dint of numbers, valor, and bravery, they made good their footing in England, and even governed the eastern part of it by their own kings until the time of Alfred the Great. And to this day the Danish element amongst the population of the east and north-east of England is by far the prevailing one. But in Scotland it was different. They never reigned there; but they settled and planted all the eastern coasts. The land was poor and thinly peopled; and the Scottish kings and chiefs were too weak -generally too much occupied by intestine broils-to molest or dispossess them. Then these Danes and Norwegians led a seafaring life, were sailors and fishermen, which the native Scots were not. So they settled down in all the bays and bights along the coast of Scotland, and took entire possession of the Orkneys, Shetland, and Western Isles, the Shetlands having been held by the crown of Denmark down to a comparatively recent period. They never amalgamated with the Scotch Highlanders; and to this day they speak a different language, and follow different pursuits. The Highlander was a hunter, a herdsman, a warrior, and fished in the fresh waters only. The descendants lowed the sea, fished in salt waters, cultivated the soil, and engaged in of the Norwegians, or the Lawlanders, as they came to be called, foltrade and commerce. Hence the marked difference between the population of the town of Cromarty, where Hugh Miller was born in 1802, and the population only a few miles inland; the townspeople speaking Lowland Scotch, and dependent for their subsistence mainly on the sea, the others speaking Gaelic, and living solely on the land.

These Norwegian colonists of Cromarty held in their blood the very same piratical propensities which characterized their forefathers who followed the Vikings. Hugh Miller first saw the light in a long lowbuilt house, built by his great grand-father, John Fedders, "one of the himself says he has every reason to believe, with "Spanish gold." last of the buccaneers;" this cottage having been built, as Hugh Miller All his ancestors were sailors and seafaring men; when boys they had taken to the water as naturally as ducklings. Traditions of adventures by sea were rife in the family. Of his grand-uncles, one had and in boarding the Manilla galleon; another, a handsome and sailed round the world with Anson, had assisted in burning Pæta, powerful man, perished at sea in a storm; and his grand-father was dashed overboard by the jib-boom of his little vessel when entering the Cromarty Firth, and never rose again. The son of this last, Hugh Miller's father, was sent into the country by his mother to work upon a farm, thus to rescue him, if possible, from the hereditary fate of the

family. But it was of no use. The propensity for the salt water, the very instinct of the breed, was too powerful within him. He left the farm, went to sea, became a man-of-war's man, was in the battle with the Dutch off the Dogger Bank, sailed all over the world, then took "French leave" of the royal navy, returning to Cromarty with money enough to buy a sloop and engage in trade on his own account. But this vessel was one stormy night knocked to pieces on the bar of Findhorn, the master and his men escaping with difficulty; then another vessel was fitted out by him, by the help of his friends, and in this he was trading from place to place when Hugh Miller was born. What a vivid picture of sea-life, as seen from the shore at least, do we obtain from the early chapters of Miller's life! "I retain," says he, "a vivid recollection of the joy that used to light up the house"hold on my father's arrival, and how I learned to distinguish for myself his sloop when in the offing, by the two slim stripes of white that ran along her sides, and her two square top sails." But a terrible calamity-though an ordinary one in sea life-suddenly plunged the sailor's family in grief; and he, too, was gathered to the same grave in which so many of his ancestors lay-the deep ocean. A terrible storm overtook his vessel near Peter-head; numbers of ships were lost along the coast; vessel after vessel came ashore, and the beach was strewn with wrecks and dead bodies, but no remnant of either the ship or -bodies of Miller and his crew was ever cast up. It was supposed that the little sloop, heavily laden, and laboring in a mountainous sea, must have started a plank and foundered. Hugh Miller was but a child at the time, having only completed his fifth year. The following remarkable "appearance," very much in Mrs. Crowe's way, made a strong impression upon him at the time. The house door had blown open, in the gray of evening, and the boy was sent by his mother to shut it:

"Day had not wholly disappeared, but it was fast posting on to night, and a gray haze spread a neutral tent of dimness over every more distant object, but left the nearer ones comparatively distinct, when I saw at the open door, within less than a yard of my breast, as plainly as ever I saw any thing, a dissevered hand and arm stretched towards me. Hand and arm were apparently those of a female: they bore a livid and sodden appearance; and directly fronting me, where the body ought to have been, there was only blank, transparent space, through which I could see the dim forms of the objects beyond. I was fearfully startled, and ran shrieking to my mother, telling what I had seen; and the house-girl, whom she next sent to shut the door, apparently affected by my terror, also returned frightened, and said that she, too, had seen the woman's hand; which, however, did not seem to be the case. And finally, my mother, going to the door, saw nothing, though she appeared much impressed by the extremeness of my terror, and the minuteness of my description. I communicate the story as it lies fixed in my memory, without attempting to explain it : its coincidence with the probable time of my father's death, seems at

least curious."

The little boy longed for his father's return, and continued to gaze across the deep, watching for the sloop with its two stripes of white along the side. Every morning he went wandering about the little harbor, to examine the vessels which had come in during the night; and he continued to look across the Moray Forth long after anybody else had ceased to hope. But months and years passed, and the white stripes and square topsails of his father's sloop he never saw again. The boy was the son of a sailor's widow, and so grew up in sight of the sea, and with the same love of it that characterized his father. But he was sent to school; first to a dame-school, where he learnt his letters; worked his way through the "Catechism," the "Proverbs," and the "New Testament;" and then emerged into the gold-region of "Sinbad the Sailor," "Jack the Giant-Killer," "Beauty and the Beast," and "Aladdin and the wonderful Lamp." Other books followed-"The Pilgrim's Progress," "Cook's, and Anson's voyages," and "Blind Harry the Rhymer's History of Wallace;" which first awoke within him a strong feeling of Scottish patriotism. And thus his childhood grew, on proper childlike nourishment. His uncles were men of solid sense and sound judgment, though uncultured by education. One was a local antiquary, by trade a working harness maker; the other was of a strong religious turn: he was a working cartwright, and in early life had been a sailor, engaged in nearly all Nelson's famous battles. The examples and the conversation of these men were for the growing boy worth any quantity of school primers: he learnt from them far more than mere books could teach him.

But his school education was not neglected either. From the dame's school he was transferred to the town's grammar-school, where, amidst about one hundred and fifty other boys and girls, he received his real school education. But it did rot amount to much. There, however, the boy learnt life-to hold his own-to try his powers with other boys-physically and morally, as well as scholastically. The school boought out the stuff that was in him in many ways, but the mere book-learning was about the least part of the instruction.

The school-house looked out on the beach, fronting the opening of the Frith, and not a boat or a ship could pass in or out of the harbor

of Cromarty without the boys secing it. They knew the rig of every craft, and could draw them on the slate. Boats unloaded their glittering cargoes on the beach, where the process of gutting afterwards went busily on; and to add to the bustle, there was a large killingplace for pigs, not thirty yards from the school door, 66 where from eighty to a hundred pigs used sometimes to die for the general goo-l in a single day; and it was a great matter to hear, at occasional intervals, the roar of death rising high over the general murmur within, or to be told by some comrade, returned from his five minutes' leave of absence, that a hero of a pig had taken three blows of a hatchet ere it fell, and that even after its subjection to the sticking process, it had got hold of Jock Keddie's hand in its mouth, and almost smashed his thumb." Certainly it is not in every grammar-school that such lessons as these are taught.

Miller was put to Latin, but made little progress in it-his master had no method, and the boy was too fond of telling stories to his schoolfellows in school hours to make much progress Cock-fighting was a school practice in those days, the master having a perquisite of two-pence for every cock that was entered by the boys on the days of the yearly fight. But Miller had no love for this sport, although he paid his entry money with the rest. In the mean time his miscellaneous reading extended, and he gathered pickings of odd knowledge from all sorts of odd quarters,-from workmen, carpenters, fishermen along the shores of the Cromarty Firth. and sailors, old women, and above all, from the old boulders strewed With a big hammer which had belonged to his great grandfather, John Feddes, the buccaneer, the boy went about chipping the stones, and thus early accumulating specimens of mica, porphyry, garnet, and such like, exhibiting them to his uncle Alexander, and other admiring relations. Often, too, he his trade of cartwright having failed. had a day in the woods to visit his uncle, when working as a sawyer, And there, too, the boy's attention was excited by the peculiar geological curiosities which lay he was sometimes asked in humble irony, by the farm servants who in his way. While searching among the stones and rocks on the beach, came to load their carts with sea-weed, whether he "was gettin' siller question in the affirmative. Uncle Sandy seems to have been a close in the stanes," but was so unlucky as never to be able to answer their observer of nature, and in his humble way had his theories of ancient sea-beaches, the flood, and the formation of the world, which he duly imparted to the wondering youth. Together they explored caves, roamed the beach for crabs and lobsters, whose habits uncle Sandy spiders, and bees-in short, was a born natural history man, so that could well describe; he also knew all about moths and butterflies, early obtained from him the bias toward his future studies. the boy regarded him in the light of a professor, and, doubtless, thus

There was the usual number of hair-breadth escapes in Miller's boy-life. One of them, when he and a companion had got cooped up in a sea cave, and could not return because of the tide, reminds us of the exciting scene described in Scott's "Antiquary;"-there were schoolboy tricks, and schoolboy rambles, mischief-making in companionship with other boys, of whom he was often the leader. Left very much to himself, he was becoming a big, wild, insubordinate boy; and it became obvious that the time was now come when Hugh Miller must enter that world-wide school in which toil and hardship are the severe but noble masters. After a severe fight and wrestling-match with his schoolmaster, he left school, avenging himself for his defeat, by penning and sending to the teacher that very night, a copy of satiric verses, entitled "The Pedagogue," which 'occasioned a good deal of merriment in the place. In a few weeks after, Miller was bound apprentice to a working mason.-Eliza Cook's Journal.

SCHOOL DISCIPLINE.

School discipline includes all those means and appliances whereby the order and healthful action of a school are maintained and promoted. I. ORDER, &c.

Under this head may be classed, obedience, punctuality, silence, cleanliness, politeness, and general good conduct. It is quite unneces sary to explain in detail how these matters of discipline should be carried out in a school. The following general principles are well deserving the teacher's notice.

1. The teacher should endeavor to establish a principle of limited self-government in his school. This will occasionally relieve him of some of his most onerous duties; but even this is the least important end which will be gained by such a plan. The great end to be attained by it, is to interest the pupils in the management and proper discipline of the school,-to identify them, as it were, with the good name of the school, to have it said that the order of the school is mainly due to their own good sense and self-government.

One of the most obvious plans for carrying out this plan, is for the teacher to delegate (under supervision) his authority, in relation to order, &c, to his pupil teachers. But the principle should not stop here: he should endeavor to enlist the co-operation of all the ad

vanced pupils, and to govern the whole school by its public opinion. The following story given by Jacob Abbott, about a hat peg, affords us a graphic illustration of the principle which we should wish to see carried out The preceptor of an academy was sitting at his desk, at the close of the school, while the pupils were putting up their books and leaving the room, when a boy came in with angry looks, and, with his hat in his hand bruised and dusty, advanced to the master's dask, and coinplained that one f his companions had thrown down his at upon the floor, and had almost spoilt it.

The teacher looked calmly at the mischief, and then asked how it happened.

"I don't know, sir; I hung it upon my nail, and he pulled it down." "I wish you would ask him to come here;" said the teacher; "ask him pleasantly."

The accused soon came in, and the two boys stood together, before

the master.

"There seems to be some difficulty between you two boys, about a nail to hang your hats upon. I suppose each of you think it is your own nail."

"Yes, sir," said both the boys.

"It will be more convenient for me to talk with you about it to morrow, than to night, if you are willing to wait. Besides, we can examine it more calmly then. But if we put it off till then, you must not talk about it in the mean time, blaming one another, and keeping up the irritation that you feel. Are you both willing to leave it just where it is, till to-morrow, and try to forget all about it till then? I expect I shall find you both to blame.”

The boys reluctantly consented. The next day the master heard the case and settled it, so far as it related to the two boys. It was easily settled, in the morning, for they had had time to get calm, and were, after sleeping away their anger, rather ashamed of the whole affair, and very desirous to have it forgotten.

That day, when the hour for the transaction of business came, the teacher stated to the school, that it was necessary to take some measures to provide each boy with a nail for his hat. In order to show that it was necessary, he related the circumstances of the quarrel which had occurred the day before. He did this, not with such an air and manner as to couvey the impression that his object was to find fault with the boys, or to expose their misconduct, but to show the necessity of doing something to remedy the evil, which had been the cause of so unpleasant an occurrence. Still, though he said nothing in the way of reproach or reprehension, and did not name the boys, but merely gave a cool and impartial narrative of the facts,-the effect very evidently, was to bring such quarrels into discredit. A calm review of misconduct, after the excitement has gone by, will do more to bring it into disgrace, than the most violent invectives and reproaches, directed against individuals guilty of it.

"Now, boys," continued the master, "will you assist me in making arrangements to prevent the recurrence of all temptations of this kind hereafter. It is plain that every boy ought to have a nail appropriated expressly to his use. The first thing to be done, is to a certain whether there are enough for all. I should like, therefore, to have two committees appointed,-one to count and report the number of nails in the entry, and also how much room there is for more. The other is to ascertain the n umber of scholars in school. They can count all who are here, and, by observing the vacant desks, they can ascertain the number absent. When this investigation is made, I will tell you what to do next."

The boys seemed pleased with the plan, and the committees were appointed, two members on each. The master took care to give the quarrellers some share in the work, apparently forgetting, from this time, the unpleasant occurrence which had brought up the subject. When the boys came to tell him their results, he asked them to make a little memorandum, in writing, as he might forget, before the time came for reading them. They brought him presently a rough scrap of paper, with the figures marked upon it. He told them he should forget which was the number of the nails, and which the number of the scholars unless they wrote it down.

"It is the custom among men," said he, " to make out their report, in such a case, fully, so that it would explain itself; and I should like you, if you are willing, to make out yours a little more distinctly." Accordingly, after a little additional explanation, the boys made another attempt, and presently returned, with something like the following

"The Committee for counting the nails report as follows:-
"Number of nails.

.35. ...15."

-

"Room for The other report was very similar, though somewhat rudely written and expressed, and both were satisfactory to the preceptor, as he plainly showed by the manner in which he received them.

I need not finish the description of this case, by narrating, particularly, the reading of the reports, the appointment of a committee to assign the nails, and to paste up the names of the scholars, one to

each. The work, in such a case, might be done in recesses, and out of school hours, and though, at first, the teacher will find that it is as much trouble to accomplish business in this way, as it would be to attend to it directly himself, yet, after a very little experience, he will find that his pupils will acquire dexterity and readiness, and will be able to render him very material assistance in the accomplishment of his plans.

2. As far as possible, the discipline of the school should be maintained without the aid of direct punishments; and its healthful tone and action should be rarely promoted by the application of such powerful stimulants as rewards or flattering commendations.

When the teacher really finds it necessary that he should have recourse to punishments, in order to maintain the discipline of his school, he should act upon some graduated system of secondary punishments, before he inflicts the severest of them. Sometimes a look, from the teacher, will be sufficient to make a boy sensible of his fault; a reproof may supersede the necessity of any further punishment; and the withdrawal of some privilege may do more in correcting a boy of his error, than the use of the rod.

Whenever rewards are bestowed on boys of superior merit and character, they should be given as mementos of good conduct, and not as possessing any value apart from the object for which they are given. 3. Drill exercises are highly calculated to promote the order and healthful action of a school.

Besides the usual drill exercises in the play-ground, the teacher should frequently relieve the monotony of his lessons, by requiring his pupils, time after time, to go through certain simple gymnastic movements, such as, "arms folded," ""hands on desks," "stand," "sit,” "hands up," 99 66 down," ," "shoulders up," "right hand up," "left up,"

"turn," "front," &c.

Before a teacher commences a lesson, he should drill the children into good order; amongst other things, they should be commanded to sit upright, or to sit exactly in front of the desks, or to place their feet in a proper position, or to sit at proper distances from each other, or to place their books or slates properly-and so on.

They should be marched in and out of their classes in regular military order. Every gymnastic movement should be performed simultaneously, and with smartness and precision. All this tends very much to foster habits of order and prompt obedience.-English Educational Expositor.

The educator must perpetually recur to truths, to principles, to facts, in the world of mind and of matter. In order to lay the firmest of bases to youthful training, it will frequently become necessary for him to turn from theories, from hypotheses, from mere accomplishments, and from even the wishes of pupils who would be orators before they are scholars, to what is solid and useful. The educator has to do with the most precious things known to us in the universe of God-the mind, and what it feeds upon. To the duties of this great employment, do many devote themselves with aspirations far below the dignity of what they assume. The hireling, the ejected from other employments. the fop in letters, and the sluggard, should fly the vocation of educator, It has been more than intimated that studies pursued by scholars are laden with proper nourishment of the intellect, yet the greatest discrimination and care should be exercised. Parallel with this sort of training must proceed a line which shall co-extend with it-that of character, education. In furtherance of this purpose we would suggest a complete knowledge of that masterly influence, motive, to the instructor. But such an attainment can be achieved only from a study of the biographies of the great and the good. The agency of man does not go away with him when he disappears from among men, but lives long after he is laid to sleep with his fathers.

Should we pursue this train of thought under the same philosophy with which we have thus far conducted it, it becomes necessary to distinguish between the course here commended to the attention of educators, and what are termed (though very inappropriately) utilitarian views. The sentiment has obtained especially among self-made men, where least of all it should have found countenanee, that education, such as the common people want, is only that degree of mental training necessary to conduct respectably the actual business operations of life. But business, enterprise, inventions, discoveries, everything in the present operations of the world, owe what they are in the American world to the higher kinds of educational training. But our occupation is not what we have to be chiefly fitted for-not the great end of lifenot the all-absorbing concernment of our probationaay period. Education is the end of life here-vocation the means. Nor should it be forgotten that each succeeding age should rise above its predecessor in prosperity and in knowledge. We, therefore, as our Anglo-American fathers did for us, are under the highest obligations to place posterity on a vantage ground not occupied by ourselves. And to show this to be the will of God, he has so ordered human affairs that one generation

shall have the educational training of its successor before it goes from the stage. But the legitimate province of instruction is in its more liberal range, not to make a mere plodding business man, but to make thinking man. To become such a man he must rise to the comprehension of a large field of the material of thought a thousand principles which he may never practically apply-truths also which have the only but the lofty purpose to expand, to strengthen, and to beautify the mind. This is with special emphasis true of mathematical and classical studies. Nearly as much may be uttered of that vast storehouse of knowledge, history, and of that wide range of philosophy and fact over which the lowest grades of intellect must go ere they can be graduated to respectable manhood. Robustness and growth are the aim of those instrumentalities and agencies employed by the educator in his elevated processes of training. To achieve this, he must aim higher than a mere utilitarian, business education. The true philosophy of education requires that all of the richest sources of aid should be drawn upon without scruple, and even gladly. The most prolific of those sources are found in what our predecessors of other ages have thought, written, left behind in books. The Past is rich. Spanning, as it does, the times which have preceded us, all of which have lett many discernible lines of knowledge, it has laid up exhaustless sources of advancement Wonderful in greatness and in beauty and in variety, are the treasures contained in those languages which have ceased to be spoken. Exploration is an imperative obligation; for their wealth is to be drawn forth, and the diligent student is to be made the possessor of it. The absolute necessities implied in the relation of the pupil, make a demand on the energies of the educator equal to a fixed and omnipotent law of life. There is a perpetually occurring why, which ever startles the mind of the inquirer into earnest expectancy, and whose utterance must be met with an intelligent response. This monosyllable is expressive of that restless curiosity, or appetite for knowledge, which sustains a similar relation to the intellectual growth, that hunger does to the development of the physical stature. Ignorance cannot teach. Indolence is unable to lead. If the professed educator is unacquainted with the great principles, truths, and facts which make the substance of learning, he is a sterile and unproductive soil, prolific of famine, but not of plenty. If de does not think, he cannot induct others into habits of thought. The conclusion, therefore, is inevitable, that whoever assumes the functions of education to the yourg, must acquaint himself with those multiplied instruments and agencies of hig. import which are abundantly furnished to his hand and are admirably adapted to his purpose. Nor can the following principle and fact here escape the discernment of the reflecting, that the human mind, both in its own operations and in greatness and texture of its works, proclaims the origin of its training, together with the agencies employed in accomplishing it. When John Quincy Adams stood up among the princes of legislation as the distinguished defender of the right of the sovereign peo le to petition their servants on any great question, no one needed to inquire from what part of the land he came or from what paternal stock he derived his origin, or to what quarter of the firmament of the great he belonged, or under what educational influences his magnificent stature of mental and moral manhood was reared. That celebrated conflict taught all that any one needed to know. Here is a noble triumph of the educator's function in the hero of Quincy.

But it may be objected that such a man is produced but once in an age. Let this be granted; still it remains true that the same means and labors will accomplish proportionably great results, though productive of other and less magnificent specimens of the man. The All Wise has hidden from human eyes which are to be the first in mental stature among men. So the educator keeps on at his work of plying the nstrumentalities and agencies o education, by which all lower gradations of natural endowment rise to be the utmost that can be made of them, while the first orders of ability, under a similar training, attain the most iilustrious preëininence. Still another illustration of the effect of agency in intellectual culture is presented in the Cicero of classic Rome. During his earliest years he had been educated to the learning of his times. While yet in early life this great orator had trave led extensively in Greece, and had gathered together with unrivalled industry the choicest treasures of Grecian lore. He had also been trained in the polite learning and eloquence of that land of heroes and of letters by the ablest rhetoricians of the age. But the intelligent student of the fruits of his prolific pen scarcely need to be told of all this respecting Cicero, for the discriminating mind discovers in him most gracefully combined the strength of Grecian eloquence and the polish of Roman learning. The principles, truths, and agencies employed on the youth of this man, are distinctly traceable in the career of glory which he ran, in the style in which he discharged the functions of the most responsible and elevated positions, and in the bea ties of those classics which have come down to us through the wrecks of many generations from his wonderful pen. Nor can it have failed to foster in the memory of the classical scholar what a noble tribute Cicero touchingly paid his revered instructor, the Poet Gracchus, when he laid his matchless abilities, his great erudition, and his charming

oratory, at the feet of the man who first taught his mind to think, and genius to aspire.-Massachusetts Teacher.

METHODS OF INSTRUCTION.

In teaching, as in other branches of business, there are a great many excellent methods. These should be generally understood. But that is the best for each teacher which he best knows how to apply and carry out. It is not possible for all persons to adopt successfully the methodical system. To urge a particular system in all its minutia will as often confuse as render assistance. It is better to leave an intelligent and interested teacher with approved plans before him to lay out his own course. But what ever course or method shall be followed, it is hoped that a few cardinal points will never be lost sight of, for they steadily point to the great end of the school, not to make scholars learn what is in books merely, but to make good citizens and a prosperous, happy community. Among the most conspicuous of these are the following: First, let upright conduct, gentle manners, and kind feelings and cheerfull disposition be talked of, illustrated and insisted on by the teachers and all others who can be persuaded to the kindness, continually, in schoool and out. Secondly, let there be something in school made interesting and attractive to the scholars, some studies, exercises, anec dotes, or illustrations, the more useful the better; but there must be something in school that scholars will expect with pleasure and enjoy with delight. Thirdly, let it be constantly impressed, both in discipline and instruction, that the chief business of the school is not confined to the walls of the school-room, but relates to the world witho t, to life and society. Fourthly, let there be that patient carrying out of some regular system which shall have a tendency to bear scholars along in the right way, as it were, upon the current, even if they do not always tug at the oars with all their might. These things will invite youth pleasantly to the sciences, and like the sun's rays upon the traveller, entice away from them that cumbrous clo tk, the dislike of school, which all the rude peltings from time immemorial have not been able to drive off-N. H. Report.

THE MEMORY OF KINDNESS.

Blessed be the hand that prepares a pleasure for a child! for there is no saying when it may again bloom forth. Does not almost everybody remember some kind-hearted man who showed him a kindness in the quiet days of child-hood? The writer of this recollects himself at this moment as a bare-footed lad, standing at the wooden fence of a poor little garden in his native village; with longing eyes he gazed on the flowers which were blooming there quietly in the brightness of a Sunday morning. The possessor came forth from his little cottage-he was a wood cutter by trade-and spent the whole week at work in the woods. He was come into his garden to gather flowers to stick in his coat when he went to church. IIe saw the boy, and breaking off the most beautiful of his carnations---it was streaked with red and white--gave it to him. Neither the giver nor the receiver spoke a word; and with bounding steps the boy ran home: and now, here at a vast distance from that home, after so many events of so many years, the feelings of gratitude which agitated the breast of that boy expresses itself on paper. The carnation has long since withered, but now it blooms afresh.