THE BRITISH ASSOCIATION AT GLASGOW.

A very brilliant annual meeting of the stars and other savans of the British Association and their satellites has just been held at Glasgow. This was the second meeting of the Association in the western metropolis of Scotland, the former having been held in 1840. The arrangements for the present meeting were of the most complete kind. The university class. rooms were set apart for the sectional and committee meetings, the City Hall was engaged for the general meetings, the Trades' Hall was opened as a reception-room, and the Merchants' Hall was made available for the meetings of the general committee, who met on Wednesday in last week at one o'clock. Among those present on the platform and in the hall were Prince Lucien Bonaparte, the Earl of larrowby, Count Frolich, from Sweden; Sir R. I. Murchison, Sir C. Lyell, Sir Charles Pasley, Sir John Rennie, Professor Fleming, Professor Balfour, Dr. Lyon Playfair, Dr. Whewell, Dr. Scoresby, Colonel Sabine, Sheriff Glassford Bell, Mr. Wentworth Dilke, &c.

The Earl of Harrowby was called to the chair, and Professor Phillips, assistant general secretary, read the minutes of the meeting of the general committee at Liverpool in 1854.

Colonel Sabine, as general secretary, read the report of the council to the meeting then held, and which, amongst other topics, congratulated the Association on the probable concentration of scientific bodies in Burlington House. A list of office-bearers was then read and other business transacted.

At five o'clock the Lord Provost of Glasgow gave a grand inaugural banquet in the M'Lellan Rooms. These halls, which were built for public purposes by the late Mr. Archibald M'Lellan, and in which is usually exhibited a collection of works of art of the different European schools, including numerous

paintings by great masters (the greater part of the collection having belonged

to the late Mr. M'Lellan himself,) were on this occasion superbly fitted up. The saloons are three in number, one of which was prepared as a receptionroom, the central one as a dining-hall, and the third as a coffee-room. Amongst those present, besides names already given, were the Duke of Argyle, as president elect, the Earls of Elgin and Eglinton, Lords Ingestre, Belhaven, and Talbot, Baron Liebig, Sir D. Brewster, and many other eininent

men.

The first general meeting of the association took place in the City Hall at eight o'clock. The entire of this great hall was filled with a brilliant assemblage, including a nearly equal proportion of ladies, all in full evening costume. The Earl of Harrow by then introduced, as president elect, the Duke of Argyle, who, after ably reviewing the progress of science, said, The advancement of science depends, above all things, on securing for it a better and more acknowledge place in the education of the young. What we desire, and ought to aim at is, that abstract science, without special reference to its departmental application, should be recognized as an essential element in every liberal education. We desire this on two grounds mainly, -first, that it will contribute more than anything else to the further advancement of science itself; and, secondly, because we believe that it would be an instrument of vital benefit in the culture and strengthening of the mental powers. And this brings me to say a word on the value of instruction in physical science, not merely with a view to its own advancement, but as

in itself a means of mental training, and an instrument for the highest purposes of education. Even where the researches of physical science can do little more than guide conjecture, or illustrate merely what it cannot prove, how grand are the questions which it excites us to ask, and on which it enables us to gather some amount of evidence. It is sometimes proudly asked, who shall set bounds to science, or to the widening circle of her horizon? But why should we try to do so, when it is enough to observe

that that horizon, however it may be enlarged, is a horizon still-a circle beyond which, however wide it be, there shine, like fixed stars without a parallax, eternal problems in which the march of science never shows any change of place. If there be one fact of which science reminds us more perpetually than another, it is that we have faculties impelling us to ask questions which we have no powers enabling us to answer. What better lesson of humility than this? What better indication of the reasonableness of looking to a state in which this discrepancy shall be done away; and when we shall "know even as we are known ?"-The Builder.

THE NEW READING-ROOM IN THE BRITISH MUSEUM.

This noble and appropriate building, designed by Sidney Smirke, the architect, is fast progressing towards completion, and has already arrived at that stage by which some idea may be formed of the appearance it will ultimately present. It is situate in the quadrangle at the rear of the main building, and consists of an elegant circular apartment, 140 feet in diameter, and 106 feet in height, surmounted by a very tasteful dome externally

covered with copper to within about two feet of the snow gutter, which of itself, is wider than many of the London footways. At this point, the Seyssel Asphalt Company have applied their material continuing to the gutter, and terminating on the top of the parapet wall, rendering this portion of the building perfectly water-tight. This receives its light not only from the large glazed aperture (about 120 feet in circumference) in the crown of the dome, but also from twenty windows affixed in the springing thereof. Upon the centre of the fioor beneath will be a platform for the superintendent, with table cases around for catologues, and tables to accommodate 400 readers, with free access for attendants, &c. Every attention to the ventilation and regulation of temperature has been paid. Attached are cloak-rooms and other offices, as also ranges of wrought iron book-cases calculated for for 102,000 volumes of books, and the whole building being composed of bricks and iron only is completely fire-proof. This new reading room, said to be the largest in the world, is built by Messrs. Baker and Fieider, under a contract of about £100,000. By the general arrangement every facility of access is attained from the libraries in the north wing, as also through the entrance half of the museum.

SCHOOL MAPS AND APPARATUS.

The Legislature having granted annually, from the commencement of the current year, a sufficient sum of money to enable this Department to supply Maps and Apparatus (not text-books) to Grammar and Common Schools, upon the same terms as Library Books are now supplied to Trustees and Municipalities, the Chief Superintendent of Schools will be happy to add one hundred transmitted to the Department, and to forward Maps, Apparaper cent. to any sum or sums, not less than five dollars, tus, Charts and Diagrams to the value of the amount thus augmented, upon receiving a list of the articles required by the Trustees. In all cases it will be necessary for any person, acting on behalf of the Trustees, to enclose or present a written authority to do so, verified by the corporate seal of the Trustees.

TO GRAMMAR SCHOOL TEACHERS. PPLICATIONS for the office of TEACHER of the PICTON COUNTY GRAMMAR SCHOOL, now vacant, will be received by the BOARD OF TRUSTEES until the TENTH day of DECEMBER next. To be forwarded with Testimonials. C. S. PATTERSON, Secretary.

Picton, 12th Nov., 1855.

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 Streets.

solid platform which is raised upon that good foundation, we invite the ministers of religion, of all denominations-the de facto spiritual guides of the people of the country-to take their stand along with us. That, so far from hampering or impeding them in the exercise of their sacred functions, we ask and we beg them to take the children-the lambs of the flock which are committed to their care-aside, and to lead them to those pastures and streams where they will find, as they believe it, the food of life and the waters of consolation. (Applause.) Permit me in conclusion, to say, both as an humble Christian man, and as the head of the Civil Government of the Province, that it gives me unfeigned pleasure to perceive that the youth of this country, of all denominations, who are destined in their maturer years to meet in the discharge of the duties of civil life upon terms of perfect civil and religious equality-I say it gives me pleasure to hear and to know that they are receiving an education which is fitted so well to qualify them for the discharge of those important duties, and that while their hearts are yet tender, and their affections green and young, they are associated under conditions which are likely to promote among them the growth of those truly Christian graces-mutual respect, forbearance and charity.' (Loud applause.)

"The position of the building is well chosen, being surrounded with cultivated ground sufficiently extensive to be usefully employed in illustrating the lectures given on Vegetable Physiology and Agricultural Chemistry. The rooms are all very lofty, airy, and scrupulously clean; a notice at the entrance warns you, 'The dirty practice of spitting not allowed in this building;' and, as far as the eye could discern, the notice is rigidly obeyed. I was told that a specific had been found to cure the filthy habit. I mention it for the benefit of hotel keepers and railway conductors, in all places where such a relic of barbarism may still find a welcome. On a certain occasion the lecturer, having re ceived undeniable proof that one of the students had violated the beforementioned regulation, stopped in the middle of one of his sublimest flights, repeated sonorously the notice, called the culprit by name, informed him that his endeavour to dissipate his filth into infinity by the sole of his shoe was useless, and ordered him forthwith to take his handkerchief out and wipe it up clean. Disobedience was expulsion: with crimson cheek he expiated his offence by obedience to the order, and doubtless through the hushed silence in which he completed his labour he became a confirmed anti-expectorationist.

“Great attention is very properly paid to cleanliness, inasmuch as if these young men, who are destined to teach others, acquire filthy habits, they naturally encourage the same vice in their pupils, and thus may be almost said to nationalize it. All the tables and stools are fitted like those in the schools of the United States, which is an immense improvement on the one long desk and long form to match, which predominate all but universally at home. The instruction given is essentially by lecture and questioning, and I was particularly struck with the quiet, modulated tones in which the answers were given, and which clearly proved how much pains were taken upon this apparently trifling but really very important point. You heard no harsh declamation grating on your ear, and, on the other hand, you were not lulled to sleep by dreary, dull monotony.

"There are two small schools attached to the establishment, for these Normal aspirants, male and female, to practice upon, when considered sufficiently qualified. Those thus employed during my visit, seemed to succeed admirably, for I never saw more merry, cheerful faces, which I consider one of the best tests of a master's efficiency. The little girls taking a fancy for music, purchased among themselves a cottage piano, which being their own instrument, I have no doubt increased their interest in the study amazingly. The boys have a kind of gymnasium under a shed, which, when released from school, they rush to with an avidity only equalled by that which the reader may have experienced in his early days when catching sight of a pastry-cook's shop immediately after receiving his first tip.

"I believe that to this establishment, which was founded in 1846, elongs the honor of being The Pioneer Normal School in the Western misphere. But while giving due credit to the Governor General and the government for their leading parts in its foundation, it should never be forgotten how much indebted the establishment is to the unwearying zeal and patient investigations of Dr. Ryerson, the Chief Superin

Some idea of the useful practical information taught in these lectures may be formed by a reference to the following, which are the chief subjects upon which the pupils are examined:-Spelling, Reading, Grammar, Composition, Geography-Mathematical, Physical and Political,-Arithmetic, Algebra, Geometry, Mensuration and Mechanics, Book-keeping, History, Natural History, Hullah's Vocal Music, Natural Philosophy, Agri cultural Chemistry, Science of Education, Art of Teaching, School Organization, &c.

My observations at various schools in the United States, satisfied me that no attention is paid by the teachers to the tone of voice in which the boys give their answers.

The females are regularly taught calisthenics, and the boys gymnastics, by a professor.

tendent of Schools in Canada. This gentleman carefully examined the various systems and internal arrangement of scholastic establishments, not only all over the States, but in every country of the Old World, selecting from each those features which seemed to produce the most comfort, the best instruction, and the greatest harmony. "With reference to religious instruction at the Normal Schools, Dr. Ryerson has kindly furnished me with the following statement:-'A part of each Friday afternoon is set apart for this purpose, and a room allowed for the minister of each of the religious persuasions of the students, to give instruction to the members of his church, who are required to attend, as also to attend the service of such Church at least once every Sunday. Ilitherto we have found no difficulty, reluctance, or neglect, in giving full effect to this system.

"To those who take an interest in education, the report of the system used in Canada, drawn up by Dr. Ryerson, and printed by order of the Legislative Assembly, will afford much pleasure and information; it is of conrse far too large a subject to enter upon in these pages, containing, as it does, so vast an amount of matter worthy of serious reflection. "Some estimate of the value of the scholastic establishments of Upper Canada may be formed from the fact, that while its sphere of usefulness is rapidly extending, it has already reached the following honourable position:-The population of Upper Canada is close upon 1,000,000; the number of children between the ages of 5 and 16 is 263,000; the number of children on the rolls of common school establishments is 179,587; and the grand total of money available for these glorious purposes is £176,000. I feel conscious that I have by no means done full justice to this important subject; but the limits of a work like this render it impossible so to do. Let it suffice to say, that Canada is inferior to none of its neighboring rivals as regards the quality of instruction given, and that it is rapidly treading on the heels of the most liberal of them, as regards the amount raised for its support. The Normal School I conceive to be a model as nearly perfect as human agency has yet achieved; and the chemical and agricultural lectures there given, and practically illustrated on the small farm adjoining the building, cannot fail to produce most useful and important results in a young uncultivated country possessing the richest soil imaginable. The Governor General and the government deserve every credit for the support and encouragement they have given to education; but if I may draw a comparison without being invidious, I would repeat, that it is to the unusual zeal and energy of Dr. Ryerson, to his great powers of discriminating and selecting what he found most valuable in the countless methods he examined, and to his combination and adaptation of them, that the colony is mainly indebted for its admirable system. Well may Upper Canada be proud of her educational achievements, and in her past exertions read a hopeful earnest of a still more noble future."

III. FROM A NEW ENGLAND POINT OF VIEW.

The time has arrived when the "schoolmaster" must go "abroad" to gain instruction, as well as to impart it. The teacher who is satisfied with his own experience, and will not take the trouble to inquire what progress others are making, is in great danger of finding that he is detached from the rest of the train, and that the passengers have all gone into the "car forward."

Teachers above all other classes in the community, are favored with frequent and regular vacations, and are, therefore, the more inexcusable if they fail to become in some degree familiar with the systems and modes of instruction that are adopted in the best schools. Most of the teachers of the State are so situated that they can enjoy these advantages with only a moderate expenditure of either time or money. Availing ourselves of a recent vacation, we went as far as Canada West, and spent several days in studying the educational system of that Province. We stopped en passant at Utica, with the assembled teachers of the Key-stone State, and found that the New York State Teachers' Association embraces several hundred of the best teachers in the country, with three times as much intellectual and moral power as they can bring to hear effectively in one organized body. We lingered also at Trenton Falls, near Utica, long enough to learn that it is one of the most beautiful summer retreats that an exhausted teacher could possibly desire.

A few of the impressions received during our visit to Toronto, and facts gathered there, may not be wholly destitute of interest to the readers of the "Teacher." So much has been written and said of the Prussian system of schools, that well-informed teachers have become familiar with most of its prominent features; but a system of education, in some respects more complete and imposing than that of Prussia, has sprung up on our own borders, which appears to have attracted less general attention among us.

The present system of education for Upper Canada is identified with the name of the Rev. Egerton Ryerson, D.D., Chief Superintendent of Schools. Dr. Ryerson entered upon the duties of his office in 1844, and spent an entire year in examining the different systems of other countries, both in Europe and America. The results of these

investigations were embodied in an elaborate Report, published in 1846, and in a bill for the establishment of an improved system of schools, which became a law the same year. The system adopted by Dr. Ryerson is eclectic. Many of the general features of the school law were borrowed from the system of the State of New York; the principle of supporting schools according to property, was derived from Massachusetts; the elementary text-books adopted, were those published under the sanction of the National Board of Education in Ireland; and the system of Normal School training was derived from Germany. Dr. Ryerson acknowledges himself specially indebted to these sources, but the features he has derived from them are essentially modified in their application.

The course of instruction provided by law in Upper Canada, cmbraces every grade of school, from the lowest to the highest. The attention of the Educational Department is devoted more especially to the interests of Common and Grammar Schools, and yet it would be difficult to find another country in which an equal amount of pecuniary aid is furnished to students in the higher departments of educa tion. In the University of Toronto, there are distributed annually among the students about sixty scholarships, each worth $150, besides numerous prizes and medals. The scholarships are given to those who sustain the best examinations in the different branches, at several different stages in their college course.

The Normal School at Toronto is an institution that would be an honour to any country in the world. It consists of a Normal School proper, and two Model Schools. In the Normal School, pupils are "taught how to teach;" in the Model Schools, they are taught to give practical effect to their instructions, under the direction of teachers previously trained in the Normal School. The Model Schools are designed to be the model for all the public schools in the Province. The buildings were erected by Government in 1852, and the grounds occupy an entire square of more than seven acres. The whole cost of the buildings and site was about $125,000. The buildings and premises are by far the most commodious and elegant of the kind in America. The main building is 181 feet long and 84 feet deep, and the extreme height of the cupola is 95 feet. The arrangement of rooms is such that the male and female students are entirely separated, except when in the presence of one of the teachers. More than half of the lower floor is occupied by the rooms of the "Education Office" and the "Map and Public Library Depository."

The Pupils of the No mal Schools are divided into two classes, and the lectures and other instructions are given chiefly by Thomas J. Robertson, Esq., and Rev. William Ormiston. These gentlemen had both been distinguishei for their scholarship and ability before engaging in the school at Toronto, and they have shown themselves fully equal to the duties they are now called to discharge. Those who attended the recent meetings of the New York State Teachers' Association, enjoyed the privilege of hearing an off-hand speech from Mr. Ormiston, and it is no disparagement to others to say that it was not excelled by any similar effort during the sessions. Whenever we have occasion again to refer to a speaker who illustrates the vehement in style, we shall name the Rev. William Ormiston.

Much of the instruction in the Normal School is given in the form of familiar lectures, but the examinations of the pupils are thorough and searching. The number of pupils in attendance at the time of our visit was about eighty, but this is considerably less than the usual attendance. The course of instruction extends through two halfyearly terms, and embraces both common and higher branches of English study. The course appears to be less strictly professional than in several of the Normal Schools in the United States. Less time is devoted in the Normal department to the theory and practice of teaching; but this deficiency is in a great degree supplied by the extensive practice required in the Model Schools, under the direction of competent and experienced guides.

The Models Schools are more extensive and complete in their arrangements than any in the United States, unless we except the Model Schools at New Britain, Conn., which are unquestionably the best we have. The number of scholars attending the Model Schools at Toronto is about 400.

The business of the "Education Office" furnishes full employment for the Chief Superintendent and his Deputy, with some three or four Clerks. The Journal of Education is issued from this office monthly, under the direction of Dr. Ryerson, assisted by the Deputy Superintendent, J. George Hodgins, Esq.

Another important branch of the establishment is the "Apparatus, Map, and Library Depository." An extensive assortment of works in the various departments of literature and science, is kept constantly on hand, and schools and libraries are supplied at cost throughout the Province. The books furnished by this Depository to the public libraries, amount to nearly 100,000 volumes annually.

It may, perhaps, aid in forming an idea of the amount of business transacted by the Department of Public Instruction, to state that the number of letters received by its several branches, amounts to about 500 a month.

At the head of the whole system, are the Council of Public Instruction and the Chief Superintendent of Schools, both appointed by the Crown.-Massachusetts Teacher, Nov. 1855.

IV. FROM A NEW YORK POINT OF VIEW.

While contemplating our own progress as a nation, we are apt to fall into the belief that all other communities are standing still. Thus our opinion of the Canadians is unfavourable, and, to many minds, they are little removed above the savage. The same habit of derogation is common also to England, in adjudicating on continental affairs ani through the English press are tendered us as truths the vapourings of her egotists. Both people, however, may be somewhat excused for the peculiarity, and especially when we consider that the greater portion of the information respecting foreign countries comes to them either through the discontented of their several communities or otherwise through those who have "left their countries for their country's good." Such instructors are always dangerous and their teachings savour little of truth.

To obtain a just knowledge of things at a distance, we must refer to official papers and peruse them with a liberal forbearance. In such a spirit let us examine the recent reports on Education in Upper Canada, and compare them with those made by our own authorities.

In 1852, the population of Upper Canada was 952,004, and that of the United States in 1850, exclusive of slaves, 19,987,563. The number of persons of school age (between 5 and 20) was respectively 368,952 and 7,134,873.

The following compares the school censuses of the two countries, referring to the years above quoted:"

Total pop. Establishments.. 1 to 280

UNITED STATES.

.1 to .1 to

4.67 1.19

1 to 1 to

Total pop. ....1 to 229 1.81 ....1 to 0.46 ....1 to

5.49 1.24

1 to

1.96

1 to 0.41

Scholars Income. These figures speak for themselves. They tell us that Upper Canada has fewer schools than the United States in proportion to population; but the ratio of scholars is considerably larger than in the United States. The remarkable fact is also disclosed that the pecuniary provision for education is about equal in the two countries pari passu; in Upper Canada, $100 for every 46 scholars, and in the United States $100 for every 44 scholars. The provisions in proportion to the whole population exceeds in Canada that in the United States. So far, it would appear that Upper Canada is in advance of the United S.ates in its liberality to education. It has, however, fewer school houses, and this may be consequent on the aggregation of its population, whereas in the United States the population is diffused over a wider space and is considerably less dense. The comparative rate is as 109 to 82, and this is also the rate of attendance in each establishment.

In Upper Canada, the number of teachers was 3,539; in the United States, the number was 105,904, or in the ratio of-in Upper Carada -one to 57.5 scholars, and in the United States, one to 34.4 scholars, making a difference of 67 per cent. in favor of the latter. Much of this difference, however, may be accounted for in the same manner as the necessity for the greater number of school-houses has already been; and again it might be stated that there is a scarcity of eligible teachers in Canada, since none are employed in the public schools who are found deficient on examination. In many states of the Union, there is no bar to the most illiterate becoming teachers, and there are few persons, even in this region, but may confess that they are acquainted with one or more such instances.

For all this no one can doubt that the United States, excluding the slaveholding States, are far ahead of Upper Canada in all that constitutes educational means and educational success. The same superiority, especially in numbers, applies to every grade of schools. We have more efficient colleges and professional schools; more numerous academies, and a more complete system of common schools. Of he normal school at Toronto much might be said, and that in probe;

and also of the Canada system of school libraries. These are not sur passed in any of our States. It is the Slave States that hang as a millstone about our neck: we participate in all their degradation and thus in the fairest portion of our system we can, as a whole, scarcely compare with our young and vigorous neighbour. No, indeed; Canada has none of this oppressive monstrosity to contend against, and hence it has progressed and will progress, and that rapidly. Without envy we bid it God speed, and should it eventually pass us in the race the fault lies in our own social system, and we have no other party but ourselves to blame.

The annexed table exhibits the progress of the educational means of Upper Canada, and the result since 1842:

School pop. Colleges. Acad's, &c. Com. Sch'ls.

Year.

Scholars. 65,976

96,756

110 062 101.912

151,860

135,295 141.409

159,616

173,895

189 319 203,936

1853 268,957 The number of teachers in 1845 was 2,890, and in the years succeeding 2,925, 3,028,,177, 8,209, 3,476, 8,277, 3,388, and 3,539, respectively.

The following exhibits the proportion of scholars at school to the whole population in the undernamed countries:

Upper Canada.

Lower Canada

United States.

Great Britain.

Ireland

Denmark

Sweden...

Norway..
Prussia.

..1 to 7.0 Portugal

.1 to 6.2 Spain..

.1 to 50.0 .1 to 31 5 .1 to 42.6

tors are enabled to concentrate their attention upon specialties which amid the grandeur and more comprehensive attractions of 1551, scarce. ly obtained the notice or consideration which they deserved. For example, we were not then, as we are now, fascinated by that rivalry between the most advanced productions of private enterprise and of Government establishments wiich strikes us in the contrast between Minton and Sevres, between Whitworh end the Ecole des Arts et Métiers, between the Engineering works of Engh-h enterprise and those of the French Ponts et Chaussés Corps. In Hyde Park, with a freetrade policy established, it was not necessary, as now, to take the measure of that remarkable system, made up of protective duties on the one hand, and of Government patronage and endowment on the other, under which the natives of the country are seeking to rear the fabrics of their special industries. Nor had we much inducement or opportunity there to study with the attention which they undoubtedly deserved the contributions of those new and now just rising into form and consistency in fresh regions of the world, and moulded from the overflowing materials of European civilization. Of all the subjects of interest which the Paris Exhibition presents to an enquiring wind, the last is certainly one of the most striking. What can be more delightful than to watch the first st ges of progress in infant communities-how hardly and industriously, a plying every resource of mo. dern science and skill, they hew out wealth and is dependence for themselves from primæval wilds-how they subjugate nature with a rapidity and completeness unknown in any past age of the world, and e-governed and self-relying, tread with confidence in the face of the nations, the path of greatness to which their destiny manifestly alls. That is the touching and sublime spectacle which, with pride in his heart, every Englishman will scan as, making the round of this Exhibition, his steps lead him to where our colonies unfold their young resources. Let us take our readers with us through the Canadian Department as a specimen of the rest, and invite them to ponder well over the significance of a display possessing little external beauty, but not the less pregnant with that moral and intellectual interest which we have endeavoured thus faintly to indicate. On entering the department, the first objects that attract attention is a great timber trophy, occupying the centre, and in which are collected specimens of all the more important results that our adventurous emigrants have won with their axes and strong arms from the "backWoods of the "far West." There are sections sound to the core, of the trunks of all the most useful timber of commerce, including oak,

thrown down.

THE "LONDON TIMES" ON CANADA AS REPRESENTED AT PARIS.

Canada has had many compliments paid to her for her representation at London in 1851, and at Paris in 1855, and to receive them is pleasant. The London Times exceeds itself and all other papers in the article, which we copy below, from its impression of the 7th ult. The circulation of such views cannot fail to produce the benefit that we have ever hoped from this Exhibition :

We have said that the interesting characterictics of separate nationalities have been broken up by the piecemeal way in which the Exhibition has been completed, but in some respects, perhaps, it is not to be regretted that such should be the case, for one result is that visi

hickory, and, close be-ile the wood itself, its manufactured products, turned out by n achinery at a price which, even to Englishmen, with their wealth of mechanical appliances as compared with other countrics, appears fabulously low. There are window frames complete, with jalousie blinds on the French pattern, for 7s, and doors with their framing, ready for use, for 16s, and mouldings, 8 inches wide and 100 feet long, at the same price, and capital oak wheel-spokes for 5d cach, and beautifully turned and shaped handles for axes in the best material for 6d, and oak flooring, ready made at 20s per 10 square feet. Even the waste of this branch of manufacture has, in a careful spirit of industry which cannot be too highly commended, heen overhauled, and among the objects to which the attention of the European markets is thus invited, gigantic shavings, which give some idea of the scale of the operations in wood, are included. In other portions of the space are exhibited a number of objects further illustrating the advanced state and capabilities of this branch of colonial industry, and among them may be specially mentioned a good, strong wooden bridge of 150 feet span, costing only £600, and the part of a strong box for packing sugar, which go into the smallest possible space when in picces, can be put together when required at once, are much better for stowage and in every other way than hogsheads, and cost only 2s. Following up this subject of manufacturing in wood, we find the Canadions exhibiting, at the opposition end of the Annexe, some excellent and ingenious machines for working in this material. One of these, shown by Mr. Munro, is capable of performing seven different operations in planing, tonguing, and grooving. Another, for heavy ship carpenters' works, by Mr. Rodden, besides its special merits, points to what the colony is doing in the formation of a commercial marine; and besides these there is an ingenious nail making machine and other interesting objects.

So much for the results which Canadian enterprise has extracted from the forests which it has to vanquish that these vast provinces of the British empire may be subject to the full dominion of civilized man. Now what has Canada done in agriculture, the next stage in the great progress of young communities. She has not carrid away the prize for the finest cereals, but her display of agricultural produce is superior to any other in the cleanness of the different kinds of seeds, the evenness of their quality, the compactness with which large sam ples in proper bulk are exhibited, and the admirable variety in which the most useful fruits of the earth for human use are shown. Not only is the abundant and varied fertility of the soil perfectly illustrated by the actual produce in its unmanufactured state, but the collection