Educational Times Vol 1 Iss 11

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'
THE EDUCATIONAL TIMES.
ontblp *tamptb 2journat of Ebucation,
VOL. I., No. 11.]
C
ollege of Preceptors.—
INSTITUTED JUNE 20, 1846.
PATRON.
The MOST NOBLE the MARQUIS of NORTHAMPTON.
President of the Royal Society, &c.
VICE-PATRONS,
Aglionby, Henry Aglionby, Esq., M.P.
Brotherton, Joseph, Esq., 3LP.
Challis, Mr. Alderman.
Swart, William, Eaq.,
Foley, John Hodgetts Hodgetts, Esq., M.P.
Gilbart, J. IV., Esq., F.R.S.
'Godson, Richard, Esq., M.P.
Gore; John, Esq., Die Harts, Woodford.
Gore, Williain Ortustay,ESq., M.P.
Hata!, Arehibald, Esq , M.P.
11111, M. D., Esq., Q.('., Recorder of Birmingham,
Hutchiuson, James, Esq., Lothbury
Johnson, Alderman,
.Kinchant, Wiilfma Henry, Esq.
Kirby, G. Cl., Esq., Waterloo-place.
Latham, Robert Gordon, Esq., M.D., Fellow of Kiag'a
College, Cambridge,
Leo, J., Esq., LL.D., F.A.S., Hartwell House, Ayleabury,
Laurie, John, Esq.; late Sheriff of London and Middlesex.
Lubbock, Sir John W.
'
Bart., Vice fres. 11.5.
Mackinnon, William Alex., Esq., M.P.
Pitcher, Jeremiah, Esq., Russell-square.
Prescott, W.G., Esq., Rutland Gate, Knightsbridge.
Robinson, Rev. D., A.M., Brompion.
Ramilla, John, Esq., 31.1'.
Scholeaeld, William, Esq., M.P.
Sylvester, J. J., Esq., M.A., F.R.S.
Talfourt, 3Ir. Sergeant, 111.P.
Thompson, George, Esq., M.P.
Wesittnacott, Sir Richard, F.R.S.
Wire, David William, Esq., Stone House, Lewisham.
Wyse, the Right lion. Thomas,
PRESIDENT OP TUE COUNCIL.
H. Stein Terrell, Esq., Brighton.
VICE-PRESIDENTS.
dames Eccleston, Esq., B.A., Sutton Coldfield.
D. B. Reid, Esq., M.D., F.R.S., ClICKeetl.
W. It. Hodgson, Esq., LL. D., Manchester.
DEAN.
Rev. Richard Wilson, D.D., Chelsea.
RANKERS.
Messrs. Hoare, Fleet-street.
The London Joint Stock Bank, Princes-street, 31ansienhome.
SOLICITOR.
George Waugh Eaq., 5, Great James-street, Bedford-run -.
AUDITORS.
Wilsan, Esq., Chelsea.
S. C. Freeman, Esq., Enfield.
J. Law, Est., Chelsea.
SKOV:PAR? AND TREASURER.
John Parker, Esq., 28, Bloorasbury-square.
OBJECT8 OF THE COLLEGE.
I. To give a higher tone and character to the education of the
whole comfit:may, by improving the education of the middk
class's.
2. To effect this by raising the standard of abilities and attain-
Ownts racminal in their Instructors.
3. To obtain, as a eunsemtence, a higher social grade for the
Teachers, so that the Scholastic Professton shall have its
recognised poltitiou in the sante way as the Clerical,
Legal, and Medical Profes.sions.
PLANS IN OPE:IATION.
1. A large Association of hf:mbers of the Scholastic Profession,
of acknowledged respectability has been firmed; oast
Members am continually being added, on producing testimonials
nail proofs of their qualifications Mr the °Mee
they sustain.
I. Assistant Masters were received into the College at lite
Examinations held In January and In June, 1847, and In
January main June, 1848, and half-yearly Eraminations
will be regularly continued before a Board of Examinere,
selected from the lauiversitica of Oxford, Cambridge,
Dublin, and London, &c., whose certificate will be at,
undeniable guarantee of the respectability sail tandem).
of the Candidates. A stated amount of information is
required in the various branches of Education, Commercial,
Classical, or Mathematical; Foreign Languages,
and Literature, and General Subjects of Science.
An Iftemcairitnaaa with the Holy Scriptures is retained of at
Candidates, though no religious test of their individual
opinions is implied. They are also examined in the
• Theory and Practice of Education,
TUESDAY, AUGUST 1, 1848.
3. Registration Books are opened by the Secretary, for the accommodation
of Principals and of Assistants, respecting
Situations, &c.; and this Agency Department is conducted
free of expense to Members of the College. The
applications at the Office for Assistant Masters who have
rpmse. 41 the Examinations of the College, are very nume-
4. The Preceptors' and General Life Assurance Society has
been established distinct in its operations and respoasibititles,
but still under the sanction and patronage of the
College. It offers provisions for all the most approved
descriptions of Life Assurances, Annuities, and Endowments,
which have been calculated at the lowest rates,
and most advantageous terms to the Assured, and arc
fully detailed in the Prospectus,
5. THE EDUCATIONAL TIDIES, a monthly stamped Journal of
Education, Science, mid Literature, was commenced in
October last, and is published on the first day of every
month, price Sixpence.- Its objects are to act as the
organ of Educators in their communications with their
public, or among themselves ; to bring together Information
of every kind relating to Education; to advocate
the chtimaof Educators, and the necessity for conferring
neon them the clutractelisties and privileges of a proles-
FURTHER RESULTS CONTEMPLATED:—
I. That _ .
Education will to belff. upderstoorl In its theory and
practice, and more comprehensively followed out in the
whole extent of its Influence on the moral and physical,
as well as the intellectual nature of man.
2. That without any objectionable system of centralisation.
a large supply of able Tmehers will be secured : since all
the existing schools of the fcountry in connexion with
the College of Preceptors may act as Normal and Training
Schools for Teachers ; and each respectable School
may have Its two or three articled Pupils with a pie.
3. A Benerolont Fund has been decided upon, to secutiv Relief
to, the debilitated and suffering Mention of the Scholastic
Profession, and to extend aid to their families. The
fleets for this purpose will be kept distinct from those
raised for the general purposes of the Institution, and
will be administered under the control of the Council.
4. .4 Collateral Institution, to
of promote the greater et6cieney
Schoolmistresses and Gorernettes, and to protect their
interetta, is in process of organisation. It Is to be coordinate
la all respects with the original lush tenon;
and - the Members of It to participate equally all the
advantages of t he College. Nantes of Ladies are now
being enrolled, and the Ladies' Committee of Management
have announced the Rules and Regulations of that
department, and Issued the Proaramme of their first
Examination, to be held in Januar:, 1849. The plan has
Arcady received thy sanction of several Lefties of rank
' anti influence, and of others eminent in literature, who
form a Board of Lady Patronessea.
Further information as to the Plana, Rules, and Regulations,
&c., of the' College of Preceptors, may be obtained in
the Calendar of the College, published by Messrs. LONOMAN,
or by application to the Searetary, or any of the Local Secretaries
; by whom also Subscriptions will be received.
Fee for Life-Metnbership £10 10 0
Annual Subscription of Principals .. 1 1 0
Of Assistant Teachers .. 0 10 6
JOHN PARKER, Secretary.
C
ollege of Preceptors.—
THE CHARTER SPECIAL FUND.
Amount of Subscriptions advertised..
Cleary, Esq., Harlow
oho Solna Jun., Esq., Christchurch..
. E. Johnstone, Esq., Beaconsfield..
£189 5
• 1 0
•• 0 10
•• 0 10
1 Robert Meade!), Esq. Southgate
oho COnqtlest; Esq.,
•• 0 5
'Illggleswade
V. Taylor, Esq., Pimlico
• I I
I. •• 0 10
V. Junius, Esq., Berwick-upon-Tweed .. •
H. Stocker, Esq., Boughton Faversham ..
• 0 4
H. Poppleton. Esq., Farnham
• 1
J. W. Allen, Esq., Chiswick ..
•• 0 10
.. 0
oodricke, Esq., Houghton-le-Spring (2nd don.) 4 10
C. Cumber, Esq., Manchester..
0
•• Zeta"
.. • • .. 0 10
. • • •
"
• •
Cantab"• .. 1 1
.. • •
E.
• • 0
Lane, Esq., Plymouth (2nd don.)
10
J. J. Morris, Esq., Leeds
1 10
.. .. • • .. 0 10
A. H. Wilkinson, Esq., West Bromwich (2nd a. n.) 0 10
James Jay, Esq., Derby .. ..• •
W. Boxall, Esq., Petworth
.. 0 10
.. • •
James Green, Esq., Petworth
.. 0 5
F. C. Ward, Esq., Great TitchflelthStreet
Francis Warp alit, Etta, Bhighton
0 5
R. Wright, Es a, Lancing
..1.. 1
.. .. • • .. 0 5
28, Bloomsb try-square. JOHN PARKER. Secretary.
6
0
0
0
0
6
0
0
6
0
0
6
0
6
0
6
0
0
0
0
0
0
atal Eiterature.
[STAMPED---PRICE 6d.
College of Precept ors.--
FORMATION of a LIBRARY of REFERENCE and
a READING ROOM in CONNEXION with the COLLEGE.
—Gentlemen who • are desirous of promoting these objects,
for 'which the College rootns, 28, Bloomalmry.square, offer
ample accommodation, are reapectfulty solicited to linward
contributions of Books 'or Local Papers to the Secretary,
The desirableness of an Institution which will afford so much
convenience and adiantage to the members, of the,seholastic
professiOn, combining, as it will, the teemerrieridritions 'of .T'
Literary Institution with those of a Metropolitan Club, must
be too evident to need enumeration ; and it is confidently
hoped that all who appreciate its merits will contribute their
active assistance towards its immediate establishme .t. Lists
of Donations of Books, &c., will be published in Tna EDEF..
CATIONAL
partnership —A married M.C.P.,
without family, about to enter On a respectable Boarding
and Day School in the country, will be glut to meet
with an unmarried Gentleman of good attainments and,
active habits as PARTNER. Satisfactory references will DT
given and naptired.—Address, 3Iaritus, Bducational Times
Office, 31, Nicholas-lane, London.
S
Transfer.-1Vanted, in
NJ the Country, a Respectable BOYS' BOARDING, DAY.
or BOARDING and DAY SC Goof,. The .Ad vertiscr ia aaaa,
to take all regulate House and School Furniture at a valuetion.--Address,
Loadon
T. Z. 0., Deacon's Coffee House, Walbrocaaa
I
mportant to Students.—An
Schoolmaster, by the advice of one of the members of
the College of Preceptbrs, begs to tender his services to,.
those Candidates seeking the College Diplenta, who, front
defective education, or seine other cause, might be glad to
avail themselves of assistance. The
discourses consists . sobjects mon which be
of:-1st.
REMEMBER Hints on rending, an as to
what is read. and. Hints .
thoughts in a popular style. - 3rd. on writing one's'
-Hints on reitireseing• an
Assembly. And will be forwarded to any address hninediately
on the receipt of 13s. far the course, or 5s. each, by
Post-ofliee Order, or otherwise, payable to
Chemist, &c., .
Christ Church, Hants. Mr. II. Share,
Messrs. G. and L.
INSTRUCTION, Lewis gii
ve,
en scientific principles, In various
branches of the FINE ARTS, Other in classes 0C in private
lessons; and either at their own Iteuae or elsewhere. For,
further information, apply to Mr. f
131. cmvta g it, South-N.1110r
0111pIOD; or at the College of Preceptors, 26, Vtoomsbnrysqnate.
Mr Lewis bas published the following, among other
Workaa--,
GROUPS of the PEOPLE OF FRANCE and GERMANY,
VIEWS of the MUSCLES of the HUMAN BODY,
'BRITISH FOREST TREES, with Instructions.
ILLUSTRATIONS and , DESCRIPTIVE ACCOUNTS Of
KILFECK CHURCH ; with an ESSAY on ECOLESIASTI,
CAL DESIGN.
THE EARLY FONTS of ENGLAND.
AN ADDRESS to the MANUFACTURERS on ARTISTIC
I NSTRUCTION and DESIGN. .
Tlinner, Dessert, Breakfast, and -
• -• Tel Serviees.—Toilet Seta, Table and Ornamental
Glass of every description, porous Wine and Butler Coolers;
Ornamental Claim Alabaster
Macke net Iron Tea .and_ Figures, Papier •
Trays,
Desks, Folios, In Papier Mach:: Workboxes,
kstands, Halld■SCECCIla, &C. ;
and Chandelier; fitted to burn candles, nil, or gas Lustre Lamps
terns, stained or plain, ,; „flail Lan-
Sze. Re. A Tattle Service to dine
twelve, persons, 21. lOsato 31. ; a Teri and Caffee Service, in
porcelain, with gold, 18s..641. ; Cut Quart Decanters, -Os. per
,pair; Cut Wine Glasses, 58. per dozen; Cat Tumbler:, 6s.
per dozen; a Set of Papier Maatta. Trays, 14,-22, and 30
inches, 2.5s. the set. The stock at this Establishment is the
largest of the kind in the Metropolis, and contains the greatest
number of modern patterns, kept constantly on hand for
the purpose of matching,
GEORGE Ti. SAND la!, 319, High Holhorn, Loudon, opi
posite Gray's Dui.

234 THE EDUCATIONAL TIMES.
Important Educational Works;
PUBLISHED BY
JARROLD AND SONS, 47, St. Paul's Churchyard, London.
A GUIDE to the SCIENTIFIC KNOWLEDGE of.
THINGS FAMILIAR. By the Rev. E. C. BREWER, L..D., L
Trinity-hall, Cambridge. Second Edition ; pp. 483. 3s. 6d.,
cloth.
ALLISON'S GUIDE to ENGLISH HISTORY. Seventh
Edition. Re-written and enlarged by Dr. BREWER; pp. 456.
38., cloth.
BOOK-KEEPING by SINGLE ENTRY; compiled from
the books of eminent London merchants of the present time.
Third Edition. Is. cloth. The Key, 2s. Set of Books for
the System, 55.
DR. BREWER'S ARITHMETICAL and COMMERCIAL
TABLES ; adapted to the present regulations and practice of
Trade. 'Third Edition. 6d.
NEW EDITIONS OF MONS. VLIELAND'S FRENCH
WORKS :-
LE PETIT MANUEL FRANCAIS. Third Edition. 3s.,
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THE FIRST FRENCH READER. Third Edition. Is.,
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THE FRENCH SPEAKING TEACHER. Is. 6d., cloth.
THE KEY TO DITTO, Is. 6d.
FRENCH ,PARSING and DICTATION. Is., cloth.
LA GLANEUR FRANCAIS. A Reading Book for Ad-
Tanced Students. Is., cloth.
B
aldwin's Mirror of Popular
KNOWLEDGE and SCIENTIFIC RECREATIONS;
Or, the WHY and BECAUSE of SCIENCE. Square cloth,
35. 6d.
BELL'S PRACTICAL ELOCUTIONIST. Elegant Extracts
from the most esteemed Modem Writers and Orators.
12mo., Is. 6d.
BELLINGER'S MODERN FRENCH CONVERSATION.
39th Edition. 12mo., cloth, Is. 6d.
BELLINGER'S CONVERSATIONS in FRENCH,
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BELLINGER'S ONE HUNDRED FABLES. From LA
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BELLINGER'S FRENCH WORD and PHRASE BOOK.
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BELLINGER'S DICTIONARY of the IDIOMS of the
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CERUTTI'S INTRODUCTION to the RUDIMENTS of
the ITALIAN LANGUAGE. Third edition. 12mo., cloth,
as 6d.
DESLYON'S FRENCH TUTOR, or PRACTICAL EXPO-
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edition 12mo., 45.
DESLYON'S FRENCH DIALOGUES, PRACTICAL and
FAMILIAR. 12mo., cloth, Is. 6d.
FIRST STEPS to LATIN CONSTRUING and COMPO-
SITION. 19mo., cloth, 2s.
HAIGH'S NEW LATIN DICTIONARY. Containing
twelve thousand words of pure Latinity ; being those of
Terence, Crosser, Nepos, Sallust, Virgil, Horace, Ovid's Metamorphoses,
Phaed rus. Entropies, &c. 18mo., bd., 45.
HAIGH'S CONJUGATA LATINA. 12mo., bound, 35.6d.
HAIGH'S THEORY and PRACTICE of LATIN INFLEC-
TION. In two parts, Is. 6d., each.
M`HENRY'S NEW and IMPROVED SPANISH GRAM-
MAR. 12mo., bd., 8s.
M'HENRY'S EXERCISES on the ETYMOLOGY, SYN-
TAX, and IDIOMS of the SPANISH LANGUAGE. 12mo.,
bd., 4s.
M'HENRY'S KEY to the ABOVE. 12mo., bound, 45.
MTIE NRY'S SYNONYMS of the SPANISH LANGUAGE.
12mo., bd., 55. 4d.
WILLIAMS'S PRECEPTOR'S ASSISTANT. Being Miscellaneous
Questions on General History, Literature, and
Science. Illustrated with steel plates and wood-cuts, 12mo.,
bound, 5s. 6d.
• WILMA MS'S PARENT'S CATECHISM of USEFUL and
GENERAL KOWLEDGE. 18mo., Is.
WILLIAMS'S SPEAKING LATIN VOCABULARY.
18mo., cloth, Is. 6d.
SHERWOOD, GILBERT, and PIPER, Paternoster-row.
R
Just published, price 6d., the Second edition. with additions.
emarks upon the Report of
the COMMISSIONERS on the State of Education
G
in .North Wales: intended to have been addressed to the
Editor of the No. th Wales Chronicle.
BY AN UNPAID INSPECTOR.
Bangor: HUGH WILLIAMS, Cyr/WO Office; and sold by
RIYINGTON, ilronrs, London; PARKER, Oxford; DEIGHTON,
Cambridge; DEIGIITON and LAUGHTON, L1VCM001; PRIT-
CHARD, DUCKER, Chester ; REES, LandOVRIy ; WHITE, Carmarthen;
MORRIS, 1101yWell ; PRITCHARD, Carnarvon ; Bum-
CElanYS, SHONE, Bangor; and all booksellers.
In a few days will be ready,
ilbert's Geography for Schools
and FAMILIES. With 12 maps, price Is. 6d.; with
s
the maps coloured, 4s. Also,
GILBERT'S CHILD'S ATLAS, containing 20 maps, with
explanatory letter-press, and a copious index. Price 55.
CHARLES SMITH and Son, 172, Strand ; and GROOMBRIDGE
and Sons, Paternoster-row.
Dr. Hopkins's Educational
Works. MENTAL ARITHMETIC.
Just published, printed uniformly in foolscap Svo., and.
strongly bound in cloth.
THE PUPIL'S MANUAL OF EXERCISES IN MENTAL
ARITHMETIC, containing 25,000 questions, with the rules for
their calcnlation. Third Edition. Price Two Shillings.
THE TEACHER'S MANUAL OF EXERCISES IN
MENTAL ARITHMETIC, containing 25,000 Questions.
with the answers, and the rules for their calculation ; forming
a key to the Pupil's Manual of Mental Arithmetic. Price
3s. 6d. By HENRY HOPKINS, A.M., Member of the College
of Preceptors.
EXERCISES IN ORTHOGRAPHY. Tenth Edition.
EXERCISES IN COMPOSITION. Seventh Edition.
A KEY to EXERCISES IN ORTHOGRAPHY and EXER-
CISES IN COMPOSITION. Each on an improved plan,
and containing much valuable information on various subjects.
By HENRY HOPKINS, A.M., Member of the College of
Preceptors.
" Brighton, May 12, 1847.
" DEAR SIR,-My attention has been drawn to your work
on Mental Arithmetic, and after a careful examination of its
contents, I am convinced that its merits are far greater than
those of any work of a similar class which I have yet seen.
I intend to use it in my school.
"'Believe me very faithfully yours,
" Dr. H. HOPKINS." " H. STEIN TURxsLL.
" The mental exercises are not mere abstractions, but palpable
realities, fixing themselves in the mind from the native
force of their position and character ; and enabling the pupil,
by a process of ratiocination, to reach results, not blindly, or
as if by chance, but with the most lively apprehension of
the judgment and memory. At first sight, we felt disposed
to think the system complex, and technical, but further
acquaintance with its merits discovered its real character,
and impressed our minds with the earnest hope that the
rising race may realise all the advantages which Mr. Hopkins's
works are capable of conferring on them."-Pilot.
" We have before us several neat and useful educational
manuals, by Mr. H. Hopkins. The first is ' Exercises in
Mental Arithmetic,' containing 25,500 questions, with the
rules for their calculation. The method is easy, simple, and
yet eminently calculated to teach a sound system of mnemonical
arithmetic . . . All these works are calculated to
remedy the defects of the old system of education."- Weekly
Dispatch.
" The mental arithmetic taught by Mr. Hopkins seems
to differ from that of others we have met with, by the
extent to which he pushes it. . . . The plan of Mr.
Hopkins leads to more wonderful results: differing from the
usual modes just as the mechanical tours de force of a modern
maniste differ from the difficulties essential to fine playing."-
Spdator.
" The Manual of Exercises in Mental Arithmetic,' is a
useful educational book."-Literary Gazette.
" This we consider a useful work."-Tait's Magazine.
" These are two neat little works. . . . The one will
be found of considerable value to teachers, as a ready compendium
of useful questions ; and the other contains a sufficient
variety of exercises to ensure the pupil's thorough
mastery of the important science of arithmetic. One feature
in these works strikes us as a pleasing novelty : we allude to
the set of exercises in mechanics, acoustics, mensuration of
circles, ch onology, means, ratios, changes, chances, age of
the moon, &c. The directions for the pupil are brief but
perspicuous."-Midl'nd Counties fle■ ald.
" The Manual of Mental Arithmetic' is excellent, and win
be a valuable aid to intelligent teachers. The directions are
concise and clear-the examples copious ; and the Teacher's
Manual supplies all that is wanted to enable any well-qualified
instructor to use the book, whilst it saves him the labour
of details. Mr. Hopkins deserves the thanks of those employed
in teaching, for his contributions to improved elementar'
education."-The Aqui+, r.
We can confidently recommend its general adoption by
those engaged in the instruction of youth. While the object
of the author is to furnish a means of teaching orthography
and composition, he has at the same time blended with it a
great deal of general information, which will be found
highly useful. . . . The work well merits what it must
eventually attain, an extensive circulation:'-Midlan-d Coonties
Herald.
" They are well calculated to call into exercise the reflective
and reasoning powers of the pnpil."-Birritinghara
Journal.
" For these two little books the successful sale bears testimony."-Sps.
tutor.
"The sentences afford much information. We have no
doubt of the book being found very useful."-The Inquirer.
"'this series of works is upon a novel principle, and an improvement
upon the old mode which was so 'tedious and
circumlocutory."-Douglas Jerrold', Weekly Newspaper.
London : RELFE and FLETCHER,Cloak-lane ; E. C, Osborne,
Birmingham; and all booksellers.
B
ooks for Schools and Universi-
sities, published by MACLACHLAN, STEWART, and
Co., Edinburgh, and sold by all booksellers.
I.
The WORKS of THOMAS REID, D.D., now fully collected,
with Selections from his Unpublished Letters. Preface,
Notes, and Supfiementary Dissertations, by Sur. WILLIAM
HAMILTON, Bart., Adv., A.M. Oxon., Member of the Institute
of France, and other Literary Societies, British and
Foreign; and Professor of Logic and Metaphysics in the Universities
of Edinburgh.
The Sequel of the Dissertations, the Preface, and Indices,
will shortly follow.
II.
This day is published, in 12mo., price 4s. 6d. bound and titled,
a new edition, greatly improved and enlarged, of
BONNYCASTLE'S ELEMENTS of ALGEBRA, with.
many useful and important additions, adapted to the system
of instruction pursued in the universities and military colleges.
By WILLIAM GALBRAITH, F.R.A.S., Edinburgh, and
WILLIAM RUTHERFORD, L.L.D., F.R.A.S., Royal Military
Academy, Woolwich.
NOTICE BY THE. EDITORS.
This edition of " Bonnycastle's Introduction to Algebra"
differs greatly from all former editions; and though the Editors
have closely adhered to the plan of its excellent author,
and retained a large portion of original matter, they have
availed themselves of all the recent improvements in the
science, and have introduced various new examples, as well as
several important and userld -ubjects.
III.
This day is published, a new and Improved edition of
1. ELEMENTS of the GREEK LANGUAGE, for the use
of schools and colleges. By GEORGE DUNBAR, A.M., Professor
of Greek in the University of Edinburgh. Price 3s. 6d.
bound.
Also, lately published by-the same author, improvedstere0-
type editions of the following :-
2. EXERCISES on the GREEK LANGUAGE. Part I.,
for junior students. 12mo. price 3s. Second edition.
3. EXERCISES on the GREEK LANGUAGE. Part II.
8vo. price 6s. Fifth edition.
4. GREEK PROSODY, containing rules for the structure
of Iambic, Trochaic, Anaprestic, and Dactylic Verse. 8vo.
price 4s.
5. Minora, or EXTRACTS from GREEK AUTHORS, with
Copious Notes and a Greek and English Lexicon. 8vo. price 5s.
6. KEY to the EXERCISES on the GREEK LANGUAGE-
Both parts. 8vo. price 4s.
7. AN ATTEMPT to ASCERTAIN the POSITIONS of
the ATHENIAN LINES and the SYRACUSAN DE-
FENCES, as described by Thucydides, in Books vi. and vii.
of hitt History. Price Is. 6d.
8. AN INQUIRY into the STRUCTURE anti AFFINITY
of the GREEK and LATIN LANGUAGES, with Occasional
Comparisons of the Sanscrit and Gothic. 8vo. price 55.
9. A GREEK-ENGLISH and ENGLISEPGREEK LEX-
ICON ; with an Appendix,.explanatory of scientific terms.
Large 8vo. price 815. 6d.
10. The GREEK-ENGLISH part separately. Price 225.
11. The ENGLISH-GREEK part separately. Price 10s. 6d.
The above are now introduced as class-books in the High
School and University of Edinburgh, Madras College of St.
Andrews, and numerous seminaries throughout Scotland.
IV.
This day Is published, in 24 mo. cloth, Is. fd.
ECLOGJE CURTIANJE ; containing the Third, Fourth,
and Fifth Books, with extracts from the remaining Five, of
Quintus Curtius Rufus de Gestis Alexandri Magni. .To which
are added; an English Supplement, (which will be found
useful to the teacher for exercising his pupils in Latin Prose
Composition), of the Lost' Book, and a Map of Alexander's
March, with English Preface and Notes. By JAMES PILLANS,
Professor of Humanity in the University of Edinburgh.
Edinburgh: MACLACHLAN, STEWART; and CO.; London:
TAYLOR and WALTON, and W. J. PARKER.
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rl
. .

THE JUNE EXAMINATIONS OF THE
COLLEGE OF PRECEPTORS.
In one respect nothing, we believe, could be
more gratifying than the last half-yearly examinations
: the examiners concur in stating
that the amount of proficiency displayed by
the Candidates in all the branches for which
certificates were granted was most creditable
to themselves, and highly gratifying to the
examiners and the Council of the College ;
and in particular, that the mathematical papers
were answered in a manner superior to that
observed at any previous examination. But,
it is not to be denied that the number of those
who presented themselves for examination was
far smaller than there was good reason for
expecting, and than the friends and wellwishers
to the improvement of education
among the middle classes earnestly hoped for ;
and as this is a question of vital importance to
the cause of which the College of Preceptors
is the organ and exponent, we shall be rendering
that cause a service by endeavouring to
point out the circumstances to which the fact
in question may, we think, be attributed.
At first sight, the observer might be inclined
to account for that fact by assuming either that
the great body of teachers, both principals and
assistants, is indifferent to the improvement of
their profession, and thus that, seeing no tangible
benefit to be derived from undergoing the
course of hard study necessary to qualify them
for receiving the College Diploma, the absence
of higher motives deprives the assistants of
every stimulus to so much exertion : or that,
admitting the desirableness of the end, it doubts
or denies the efficacy of the means.
Both these hypotheses are, we fear, to some
extent, true. Our profession has so long
been utterly neglected, and is in many fundamental
respects so anomalously circumstanced,
that it has ceased to be actuated by that species
of esprit de, corps which makes each member
of a class feel that the honour and welfare of
his fellows depends upon himself, and hence
urges him to strive on all occasions to discharge
not .only his professional duties, but
all that devolves upon him in every rela tion
of life, in such a manner as to maintain the
standard of dignity and public esteem in which
his profession is held : in our profession there
is no unity, no common bond derived from
studies of a similar kind, subjection to the
same ordeals, the same hopes and fears, the
same social standing, or, lastly, constant and
friendly intercourse : it is a miscellaneous
collection of persons drawn from all classes of
society, whose only really common pursuit is
the raising of a sufficient income to enable
them to maintain their station in the world.
In reference to all higher objects, our profession
may truly be described as—
,. Rudis, indigestaque moles ;
Nee quicqua n, nisi pondus iners ; congestaque eodem
}Ton bene ju ictarum discordia semina rerum."
We trust that a beginning has been made
in reducing this chaos to something like
order ; and though a long period must elapse
before a duly-proportioned and harmonious
system arise out of the confused elements
amid which we live, yet there is already much
to encourage us in our anticipations of better
times ; the semina, at least, are in existence,
and time, careful culture, and faithful efforts
on the part of those who are qualified for
their profession, and have formed an adequate
estimate of its dignity and importance, are
alone wanting to rear them up into majestic
and useful perfection.
THE EDUCATIONAL TIMES. 235
Still it is surprising that a body of men,
who, with all their faults and deficiencies, must
be possessed of a certain amount of knowle dge,
and be in the habit of reflecting more or less
deeply upon whatever concerns them, should
so slowly apprehend the tangible and immediate
benefits to be gained by them from promoting
the success of the College of Preceptors.
They must be aware that the profession generally
stands low in public estimation ; that
they possess no means of distinguishing themselves
publicly from utterly unqualified persons
who may choose to assume the functions of
the teacher ; that hence their due remuneration
is diminished, and their social status
lowered; and they may readily convince themselves
that nothing except some such plan as
that embodied in the College of Preceptors
will prove effectual in remedying the state of
things from which they are now suffering.
Many, we doubt not, who admit all this,
abstain from taking an active part in the
present movement, from distrust in the permanence
of the College, which at present is
a merely voluntary association, bound together
by no legal ties, and subject to no legal
responsibilities; or because they lack confidence
in those by whom its operations are
mainly directed. We must say, however, that
such persons take the most effectual means, so
far as they are concerned, to bring about the
accomplishment of their own unfavourable
anticipations. The only thing that can render
the College short lived and uninfluential will
be the apathy and neglect of the teachers of
the middle classes ; they can, if they choose,
give it a degree of weight and importance equal
to that possessed by any institution in the kingdom,
and thereby secure the recognition of the
State and the sanction of the Law, which will
elevate our profession to its just position of
equality with the other learned and liberal
professions.
As to the directors of the College, we may
be supposed to speak with some degree of
partiality, although, as we have before intimated,
we are personally quite unconnected
with the College; but we believe we may
safely assert that the annals of our country
afford no instance in which a body of men
has acted together for so long a time for objects
of a more honourable and disinterested kind,
and with a more complete absence of everything
like personal or sinister objects. We
think, therefore, that the College is fully entitled
to the confidence of the profession and
the public on this ground; and the perseverance,
judgment, earnestness, and moderation
with which it has ,prosecuted its purpose,
afford the best guarantee of ultimate success.
Assuming, however, the truth of both the
suppositions which we have been considering,
they will not suffice to account for the small
number of candidates for the College diplomas.
It must be remembered that nearly one hundred
persons had inscribed their names in the
College books as purposing to present themselves
for examination, and they are doubtless
pursuing their studies with a view to that
object ; so that the effect produced by the
proceedings of the College must not be estimated
by the number of thosewho have actually
received its certificate, for they constitute
only one-sixth of the whole number formally
entered on the books as studying for
the examinations.
It remains, then, to inquire to what causes
may be ascribed the dispr mrrtion between the
number of intending candidates, and that of
those who_claim and obtain the certificate of
qualification from the College ; so that measures
may be taken• to remove such impediments
to the efficient working of the plan of
improvement.
The first of these is the want of all provision
on the part of the College to assist and
direct the candidates in their studies. It is
true that the Dean is always ready to answer
the inquiries of those who may apply
to him for advice and direction, and we have
no doubt that much good is thus effected ; nay,
even the institution of more systematic means
of instruction would not obviate the necessity
for this plan ; because many, perhaps most,
assistant teachers are so circumstanced that
they would not he able to avail themselves of
public courses of instruction. Still we had it
indispensable to the success of the College that
such courses on all the branches of th examination
should be established with as little
delay as possible ; so that those who are within
reach of the opportunities for study thus to
be afforded may be subjected to regular mental
training, and receive that guidance in the private
pursuit of their studies which is so necessary
in most cases to keep the student's
attention fixed upon a given object, and to
prevent that loss of time and energy which
almost invariably results from exclusively
private study and self-instruction.
The benefit of such courses, though greater
for those who might actually attend them,
would by no means be confined to them. The
programmes of the professors and lecturers
would serve as guides to students at a distance.;
and a plan might be devised by which exercises,
translations, &c., of the same kind as
those done in the classes, might be forwarded
from such students to the teachers in London,
and returned with all needful corrections. By
this means the advantages of instruction might
be extended to assistant-masters in every part
of the kingdom; the whole body of intending
candidates would thus be subjected to nearly
the same course of discipline, and prepared to
appear with confidence and success before the
College examiners.
In these remarks, nothing is farther from
our intention than to impute any blame to
the Council on account of the want of such a
system : we are aware of its anxiety to establish
it as early and as efficiently as possible;
and it would be most unreasonable to expect
that measures of this kind could be perfected
and put in operation without much
deliberation and effort. Our object is to show
the connection between the want of classes and
training schools and the small number of
candidates for the College diploma; and thus
to point out a motive for continued and
strenuous exertions to overcome the obstacles
in the way of the realisation of such means.
Another circumstance which we are convinced
must diminish the number of candidates
is the want of TEXT BOOBS, selected by the
Council in conjunction with the Examiners, on
such branches of the examination as especially
require such guides. We perfectly appreciate
the delicacy which has influenced the College
in hitherto declining to enjoin any particular
books upon their students, but we must say
that we think it is misplaced; the Council
need have no difficulty in selecting such works
as shall really desetve-tbeir,recommendation ;
and that is the only point to be considered.
Regard to the generally limited n.iethis. of
assistant teachers has, we believe, also deterred
the Council from choosing a set of text-books ;

236 THE EDUCATIONA L `IV4.
as it has been thought that many of the stu
dents might have previously procured books,
in themselves equally well adapted for the purpose
; and' hat it would be hard to require them
to purchase others merely because they had
been preferred by the College., Individual
instances of this kind would, no doubt,
occur ; but not so frequently, nor to such
an extent, probably, as is apprehended : at
all events, this objection applies only to the
presenrstudents who might be exempted from
the rule, by making its operation prospective,
and to begin at a given date. Besides, to
say nothing for the present of its other advantages,
the selection of text-books by the
Council would, in most cases, be productive
of a positive saving to the candidates. How
often does it happen that a person, about to
commence the study of a subject, purchases
half a dozen books upon it before he finds one
that he can understand or is adapted to his
purpose ? And no wonder, if he is guided in
his choice by the ordinary newspaper criticisms,
which blazon forth in so impartial a manner
the merits of all works of the kind in question,
whether they are good,' bad, or indifferent.
Now, all such loss, not only of money, but of
time, patience, and thought, would be completely
saved by the publication by the College
of a well-considered and complete list of
text-books.
We strongly recommend. this course in
reference even to mathematics and classics,
although, from the comparative definiteness
and settled nature of those branches of knowledge,
they do not so imperatively require it ;
but it is absolutely indispensable for such subjects
as "The Theory and Practice of Educaion,"
" English and Modern History," "The
Elements of Political Economy," &c., &c.;
these subjects are so extensive, and in some
Instances still so unsettled, and so far removed
from the circle of popular and general ideas,
that the student left to himself in acquiring a
knowledge of them, is almost sure to go
astray, and, as the least evil, to lose his
trouble ; fortunate if he do not laboriously
strive to master theories which have long since
been demonstrated to be unsound, or to commit
to memory historical' facts which subsequent
investigations have proved to be fictions.
Our readers need only refer to the excellent
papeni on history and political philosophy
reprinted in this number, to be convinced of
the necessity for affording the candidates the
assistance derivable from putting into their
hands suitable text-books on those subjects,
and which must be of a- very different characer
from Goldsmith's "England," or PirmOck's
'Catechisms."
The only other circumstance to which we
shall at present refer, as accounting for the
small number of candidates, is one which may,
to 'some extent at least, be remedied by the
principals of schools, and perhapi by them
only ; we allude to the continual and harassing
nature of the occupation of assistants,
leaving them neither time nor energyfor the
prosecution of their own studies. This, we
admit, is partly owing to .the very nature of
things, and is so far inevitable; but we have
little doubt that if a proper fellow-feeling
existed between principals and assistants as
members of the same honourable profession ;
if, especially, the former sympathised as they
ought with the efforts of the latter to raise
themselves by extending their knowledge and
EDUCATION
increasing their efficiency, and duly estimated
the benefit derivable to the whole body of
teachers from such efforts ;—in that case, we
say, we have little doubt that 'the position of
the assistant in reference to his opportunities
for self-improvement, might be greatly ameliorated
without much sacrifice on the part of
his employer. And we cannot refrain front
observing that this is a case in which not
merely the assistant, but society at large has
a right to look for some sacrifice, if necessary,
or the time and labour of the principals of
schools; the future condition of our country
is intimately connected with the qualifications
of assistant teachers in schools for the
middle classeS; they are the' active rearers of
the young, who a few years hence will have a
voice potential in the affairs Of the empire,
and whose principles and conduct must he
greatly dependent upon the daily and hourly
lessons they are now receiving. Any unnecessary
obstacle put in the way of the improvement
and elevation of the assistants is
therefore a serious offence against society, and
the man who would not consent to submit to
a little personal inconvenience for the sake
of removing such obstacles, proves but too
clearly that he is either incapable of compre=
hending the true bearings of the question, or
is so purely selfish as willingly to sacrifice the
most important interests of the community
for the sake of his own ease,or to avoid a departure
from his old established habits.
We trust that there are riot very many
such men in our profession; at all events, we
feel confident that none such are to be found
among the members of the College of Preceptors.
In the great majority of instances
we would fain hope that the studions assistant
will find the warmest interest taken in his
progress by his principal, and every reasonable
means adopted to facilitate and hasten it ;
the' more experienced teacher should take
pleasure in communicating his sto- e :of 'learning
and science to the junior, in aiding his
effbrts by the, loan of books, by kind advice,
and, if heedful, by temperate rebuke : feeling
that their interests are really identical, principals'
and assistants would thus effectually
co-operate in the great work of educational
reforM, mutually giving and receiving benefits,
and thereby not only tending to elevate them
selves arid their common profesSion, but imparting
to their connection the charms of
friendship, t and thus securing one of the'thost
powerful consolations amid the diSappointmerits,
and distractions. of their laborious and
responsible avocations.
IN WALES.
VI.
As we intimated last month, we intend, in
his concluding paper on the subject, to show
t
from the Commissioners' Reports on what
c onditions Government aid for the promotion
of education in the Principality would be
thankfully received by the great majority of
is inhabitants ; and to state briefly the outlines
of the plan which, we believe, might,
with the utmost advantage, be adopted in applying
such assistance.
Of these conditions, the chief is that no
interference whatever with distinctive religious
instruction be attempted in the schools to be
established by the State. On this point, the
evidence furnished by the Reports is complete,
and nearly uniform. The Welsh have a decided,
and, we think, well grounded objection to
the introduction of such instruction into the
ordinary business of the day-school: they
say, in effect—there is a time for all things, and
so far from religions' feelingS, and 'convictions
being promoted by the ordinary system of
combining them with the drudgery of learning
to read,* or with the routine of' the school,
such a plan necessarily causes religion to be
regarded as a mere matter of learning and
task-work, and with the same feelings of irreverence
or positive dislike as are too often engendered
by the existing methods of teaching, in
reference to purely secular subjects. Hence
they' generally exclude religious instruction
from their day-schools, reserving it for the
family, the place of religious worship, or the
Sunday-school. The latter means of communicating
religious knowledge—which we suspect
is all that can be done in any kind of day-,
Schools, the development of religious feeling
in the young depending almost exclusively
upon domestic influences—has received great
attention in Wales, and as We have already, more
than once, had occasion to mention, the Sunday-schools
are by far the most efficient placei
of education in the Principality. The Welsh,
therefbre, considering that they have sufficiently
provided for religious instruction, and
Objecting altogether to any interference bes
tween the parent and his children in this mat-;
ter, insist that any schools to be founded by
the State shall he strictly appropriated to secular
education, and that in them no distinction
of sect shall in any respect be recognised.
The following are a few of the numberless
passages on which the above remarks are
basecf:—
" Beyond this assistance (that of allowing
the chapels to be used as school-rooms), the
denominational scbools might for the most part
be considered as: private adventnre schools of a
secular character, excepting that the common
reading book is the Bible. In no single instance;'
save the Wesleyan schools at Cardiff, did I find
any denominational catechism being taught, or
any religious test imposed."—Repoii p. 35.
" Whre religious difficulties interfere with'
attendance upon day schools, it is solely from
enforcing either the catechism or attendance at
church. Religious instruction, as a general
rule, is not given in private day-schools. The
common readinfflbook is the TestaMent or
spelling-book : die Testament is used simply as
a reading-book, and that because it is the
cheapest : no explanation is given of it"—
Evidence of the Messrs. Davies, Id., p. 218. -
" Good secular education is the only basis on
which parties can be united in school. From
Mrs. Bevan's schoOls; which are gratuitous, ,
the Dissenters often keep their children away,
on account of the religious instruction en-
forced. In Cardiganshire they are even attempting
to set up opposition schools to Mrs.
Bevan's."—Mi. David Owen, Id., p. 238.
"When Mrs. Bevan's school was held there
(at Twlc), several preferred keeping their
children at home altogether rather than send
them, although neither attendance in the
parish church on Sundays, nor the church
catechism was enfOrced."t p. 243.
" The master (of a school at St. Clear's)
seemed to pay much attention to the children
* what Mr. Symons says about the use of the Scriptures
as a reading hook is capable of a much wider application.
" I have invariably Mond that the less the Scriptures are
associated in thechild's mind with the drudgery of mechanical
instruction, the more are they appreciated. The Vse made of
the Bible in Welsh schools is a profanation which it is painful
to witness."—lieport p. 41.
t In this instance, it would appear that the generat ettameter
of these schools had the effect of keeping ,away Dissenters,
although the ordinary regulations were dispensed
with.:

as they read; and corrected their pronminciation
slowly and clearly : lie is never in the
habit Of asking any questions beyond the
spelling of 'a few words in the chapter read.
he said, 'is taught in the Sundayschools
; the object here is to cultivate the
mind for secular things.' p;244.
" The endowed schools are almost all connected
with. the Established Church. In them,
the religions principles of the Church are
taught,. and attendance in church enforced ;
this is felt to be •a hardship by the parents, and
little pay-schools are common even in the
iseighbourhoo,d,of endowed schools. . . . The
general fi:elin4- of Dissenters is in fitvour of
confining the day schools to secular instruction,
and lettYing the religions instruction
and the Sunday free."---Alr. Z. Davies, ld.,
p. 245.
" In all day-schools within the range of my
experience (charity-schools excepted) religious
instruction' has rarely been given ; never, I
believe, -where the master has been a Dissenter
or a DiSsenting-minister, and rarely where h
has beena (11V,irchinan. . . . am fur
persuaded that rub system of education can e
made genera4 useful in this country, ho
ever. "kneel-1114 it may be supported in a pecuniary'point:
pf view, unless it is entirely
unsectarian, ailldperfi•ctly unfettered with the
peculiar or denominational views of any sect
or party,"—Rev. D. Lloyd, Carmarthen, Id.,
pp. 287, 288.
"NO religious instruction is given in the.
school. (Powell's, in Carmarthen), but it is
opened and closed with prayer, and, as part of
this service, the Scriptures arc- read without
Comment."—Id., p. 280.
" I (Mr. Lingers) had some conversation
with the siiperintendent of Jabez Sundayschool,
in 'Llanyeldwydog, a better sort of
farmer, Eying in a comfortable way, and apparently
upwards of thirty years old. He
wrote a good• hand, and spoke English cor
rectly, and appeared a Shrewd, intelligent
man. 1 was surprised at the bitterness with
which he spoke of the Church. He talked
much of the Want of schools, and. that the
poor severely felt , it ;' but he declared, at the
same time, that `if a day-school was to be
under clerical control, no children would
attend it. There were no Church people in
the parish. lle was against religions instruction
of any sort in day-schools.
p. 407.
" There is next to no religions instruction in
the day-schools. In the adventure (private)
schools the, Masters and mistresses, when they
spoke out, admitted MLA they did not teach it,
and that the parents would he dissatisfied if
they did.' One master said to me, Why, they
go to Sunday-schools ; is not that enough ?'
'rhe Holy Scriptures are read in every school
I have been in, with one exception, but almost
universally as a text-book to learn reading by,
selected chiefly on account of its cheapness, and
in some measure because it is considered a test
of education to read in the Bible.' . . . . The
master, in his consternation at the exhibition
(of his pupils' ignorance of religious subjects),
seldom reproached the children with forgetting
what he had taught them, but with inattention
to the minister in church or chapel. Religious
instruction has, in fact, scarcely a place among
the subjects:which it is thought the province
of day-schools to teach, in say district ; and,
after much examination and careful re-consideration
Of 'my notes, I can make no material
distinction between the day-schooli in
THE EDUCATIONAL TIMES. '431
connexion With the Church or the Dissenters
and private adventure schools."—Report' II.,
p. 35.
" I believe that good schools, where the
Bible should be taught, without the Church
catechism or any sectarian doctrines, would
flourish ; but I am sure that in this neighbourhood
no schools, exclusively on any
ChUrch or sectarian prinCiples, would answer
or be sufficiently attended. As an instance of
this, I may state that when Sir James Graham's
bill was proposed, the Dissenters and
Methodists in my parish opposed my school,
and told the people LW* ;ti Rennin Catholic.
Very few Children remained, and it was obliged
to be given up in consequence. The Independents
and Methodists then joined in establishing..a
day-school in my parish. They
tried to teach: their own doctrines and catechism
in the joint school, but soon split, and
were obliged to _establish a separate school
within two or three fieldS of the other ; and
--et their principles were nearly
II. L. Davies, Curate of Troed-y-raur.
Id., p. 83.
" The establishment of an infant-school is
very desirable, where children of the parents
of every religions creed should be admitted.
This would,. T believe,. he productiVe of incalculable
good ; also a free-school for educating
'the children of the working classes, fbnnded
on principles absolutely ttnsMat'ian, where the
Bible, without note or comment, *ill .form its
standard- book, and the children be enjoined
to attend sonic place of worship,. to receive
speCial religions instruction, but where they
shall attend to be left to the choice and direction
of the parents."—Mr. J. Jones, Pres -
teigne. Id., p. 92. , •
The people require schools unattached to
any one creed. They regard liberty for their
children to attend their own places of worship
on the Sabbath as of the highest importance ;
it would therefore be desirable that whatever
Government aid be given,: it be applied in
such a manner as tosecure this."-Rev. D.
Charles. Id., p. 96. .
" Should Government, propose a general
and comprehensive scheme of education, based
on sound Biblical teaching, without insisting
on the Church Catechism, being learnt by the
children of Dissenters, when objected to, and
allowing them to attend their own Sunday
schools, I fully believe that such a plan would
meet with little or no opposition .from all the
most respectable and most numerous of Dissenting
communities.; for the subject of education
has of late so arrbateillthe'attelition of
the public mind, that •61 large portion of all
classes of society are now become willing .to
make some concession to, insure that most desirable
object. ,And, in may opinion, any
general plan of education must be on the
principle of amalgamation, and not by separate
schools, to meet the diversities of creed; for
the latter plan would tend to create and perpetuate
amongst us all manner of jealousies,
strifes, and animosities, while the former
would be productive of union, harmony, and
love."—Rev. D. Parry, Vicar of Llywell. Id.,
r. 97.
" I do not think Government aid undesirable,
but owing to the circumstances of the
country and the diversitie“o.f creed, I should
fear it would be inconvenient, and do more
barns than good, except-on a plan that would
unite all denominations,. I,..do not think it
proper that Government $401114:Aid:each sect
by itself. I think the Government should aid
all united or none at all."—Rev. E. Davies ), 'Or
Brecknock College. Id., p. 101.
" First, care should be taken that all reli=
gious denominations should be treated oit
terms of perfect equality."—Mr. M. Jonei.
Id., p. 103.
" A school entirely on unsectarian principles,
efficiently conducted, would undoubte4
be of incalculable benefit. All comments cp,.
the Scriptures, and all sectarian eatechisrMs
should be carefully avoided."—Rev. D. Davie4
Id., p. 105.
•v
" If Government interferes at all, it ought
to be without partiality to any one denomird-:
tion more than another. . . . Unless th4
Government are prepared to treat all partks
alike, giving no honour to clergymen, as dig''
tinguished from Dissenting ministers, I a'
thoroughly convinced that any interference of
their part would do a thousand times molt
harm than good."—Rev. H. Griffiths, Breck:
7
nock. Id., p. 116.
" I think Government aid very desirabk.:
which should be applied without distinction of;
or reference to, religious creed."—C. Parsonsi.
Esq. Id., p. 123.
" Of' 578 schools at present in operation (iii,
North Wales) 216 are taught on private ad-`
venture. The total number of scholars in,
such schools amounts to 5,348. These schools.
have been carefully examined, and minute'
notes have been taken respecting their present
condition as regards the buildings, furniture?..
and apparatus ; the teachers and their quaff
fications, and the attainments of the scholars in,
every branch of instruction. In every one or
these respects, they are so utterly worthless,'
that nothing can account for their existence?
except the determination on the part of Welsk
parents to have their children instructed with;
out interference in matters of conscience:'
Aware of this determination, the teachers or,
private adventure schools demand exorbitant'
fees for 'instruction, although the range of '
subjects professed seldom exceeds reading,
writing, and arithmetic." Report III., p. 54.
" They (the Dissenters of Caereinion) are
of opinion that no compulsory system of education
will suit the Dissenters of Wales, who
would rather be without secular education for
their children than obtaining it for them, even
at the best schools, upon the condition that
they must learn the Church's catechism, Popery,
Puseyism, &c., and be obliged to attend
the parish church on the Sabbaths; and therefore
they have resolved to have aliberal 0.ayschool
established in the parish of Llanfair„
which will not interfere with the religious
principles of any denomination of Christiana?:
but merely supply the scholars with secular
education, and leave them at liberty to attend_
with their parents at the place of worship and
the Sunday-school theymay choose themselves.:'
They think that this is the general opinion and'
feeling of the Dissenters in the Principality :4
—Id., p. 347.
" The inhabitants of Manavon have opposed ;
Sir James Graham's bill, not because they
thought that there was no need of the means
of secular education, but because that bill was .
partial, unfair, and unjust ; it intended to
place the management of the schools, especially
the religious instructions, in the hands of
the clergy, and to compel the children of
seaters to attend at the Established Churches
on the Sundays."—Id., p. 357.
The evidence of a contrary tendency conies
almost exclusively from clergymen of the
Established Church ; and as the views they ex

436 THE EDUCATIONAL TIMES.
press appear to us to account, to a considerable
extent, for the excitement and hostility occasioned
by the Commissioners'Reports, although,
as we have before shown, there is nothing in
the Reports themselves to indicate that such
views receive the sanction of the Commissioners,
it is desirable that they should be included
in this resume of the subject.
" About half the children attending my
Sunday-school are the children of Dissenting
parents. When I introduced the Church
catechism, which had not been used in it by
my predecessor, only three children were removed
; a great proportion of the children
confirmed were the children of Dissenting
parents."—Rev. A. Williams, Curate of St.
David's. Report I., p. 285.
" The Sunday-schools of the Dissenters do
a great deal of good in teaching to read. If
the farmers would allow the clergyman to interfere
with and control these schools, they
would be much more efficient. The people
are indifferent to secular education."—Rev. E.
Harries Vicar of Llandissilio. Id., p. 254.
" The people are evidently averse to authority,
and have no great respect for institutions.
Dissent has in great measure been the
means of creating an irreverent feeling towards
institutions. The hatred of the people to the
Church is very great. I do not think I ever
heard one of the lower orders speak well of
the Church. . . . I think that if schools
gratis under the Church were opened, very
few Dissenters would fail or object on that
ground to send their children to them. . . .
They are very avaricious, and this leads me
to think that they would avail themselves of
gratuitous instruction if given by the Church."
—H. P. Price, Esq. Report II., p. 74.
" I believe no plan for education which
blended the instruction of' the children of
Churchmen and Dissenters would answer."—
Rev. J. Hughes. Id., p. 81.
" It appears to me to be the imperative duty
of a wise and patriotic Legislature to encourage
and facilitate to the utmost of their power, by
public grants, and public patronage and advances,
the education and instruction of the
people committed to their care. The resources
of Government cannot better be applied
than by affording knowledge, civilising
and enlightening mankind, and it would ill
become a minister of a Christian Apostolical
Church to suggest any other mode of dispensing
education than intrusting it to the heads
[? hands] of' those who, by divine appointment
and divine right, are constituted the
channel for diffusing the light of Christian
truth. No education can be safe except based
and grounded upon religious principles. The
Church and its ministers are the proper vehicles
for carrying out the same."—Rev. R. W.
P. Davies. Id., p. 89..
" I have never found any objection on the
part of poor people, being Dissenters, to send
their children to the Church-school."—Rev. J.
Morgan. Id., p. 95.
" My firm opinion is, that the Church
ought to be made the means of imparting
education ; and I am as firmly of opinion that
the people would accept it ; but owing to the
bigotry of the preachers, I think it would be
a wiser plan at present for the Government
to grant sums in proportion to private subscriptions."—Rev.
J. Denning. Id., p. 99.
" A system of mixed education of Church
and Dissent would not be well received in
Wales; the great subdivision of sects, and the
litigious disposition of the people would be
against it. I do not consider that the Dissenters,
generally, have any objection to the
education of their children in Church-schools ;
the causes of dissent lying more in the neglect
of the Clergy and the force of habit than
in any dislike to the distinctive doctrines of
the Church."—Rev. W. L. Bevan. Id., p. 104.
"A daily school in every parish, under the
superintendence of the clergyman, but in
which the catechism and attendance at Church
were not enforced upon those children whose
parents objected to the same, would go far
to satisfy all parties."—Rev. H. Mogridge, Id.,
p. 107.
"It is impossible to provide efficient schools
for each sect ; some process of amalgamation
seems the only resource. The appointment of
masters will be a matter of much delicacy, as
each sect, in every locality, will naturally wish
for one of their own body
Where the whole or the chief part of the expense
fell on the public, it would be reasonable
that Government should appoint the master.
He must, of course, belong to some one denomination
of Christians. Government could
not, I think, with due regard to impartiality,
give a preference to one sect over another, and
it could give no just cause of offence to. any,
by appointing a member of the Church of
England. By so doing it would clearly abstain
from all partiality, which could not otherwise
be avoided. The choice would be decided by
the existing institutions of the country."—Rev.
R. L. Venables, Id., p. 111.
" I am quite convinced that in very few
parishes in Wales, except the towns, would the
Dissenters hesitate to send their children to a
good school, though the religious instruction
there instilled were based on Church of England
principles, provided the master and the
system were free from even the seeming intention
of prejudicing the children against the
peculiar tenets of the parents.".—Rev. J.
Price, Id., p. 121.
"The Dissenters would, of course, prefer a
school not connected with the Established
Church ; but I know by experience that they
would, with very few exceptions, send their
children to a Church of England school."—
Rev. D. Evans, Id., p. 124.
Now, considering the feelings of mutual
dislike and distrust that appear unfortunately
to prevail in Wales between Churchmen and
Dissenters, of which evidence has above incidentally
been quoted, and which is further
evinced by such passages as the following :—
" The apprehension of Dissenters generally is
excited rather by the fear of clerical interference
and domination than against the principle
of mixed education."—Report I., p. 218.
The Church of England has hitherto been
allowed to educate the children of Dissenters
up to 15 or 16 years of age. After this time
it generally loses them. But there is more
jealousy on this point now than there used to,
be."—Id., p. 234.
Considering this state of things, we say,
it is int much to be wondered at, that
such passages as the foregoing, read by men
whose enthusiastic temperament naturally
disposes them to exaggeration, and whose
awakened suspicions incline them to magnify
the dangers to which they suppose their
sectarian interests are exposed, should arouse
their jealousy, and prompt them to avert the
imagined evil by advancing to meet it ; and
thus has been conjured up that storm of Welsh
indignation by which the Commissioners' Reports
have been assailed.
We have repeatedly expressed our opinion
that,judging merely from the internal evidence
furnished by the Reports themselves—
for of the facts we are personally entirely ignorant,
never having hitherto had the opportunity
of enjoying the beauties of Welsh scenery,
or of contemplating the perfections of a Welsh
school—there is no reason for suspecting
the Commissioners of the slightest partiality ;
and we have given abundant instances of a
frankness on their part which seems to us to
be quite incompatible with such a failing ; the
same conclusion is favoured by the fact that
their Reports appear to give equal offence to
Churchmen and Dissenters ; who on this point
at least seem to sympathise, and hence to resent
as a personal affront, the plain-spoken exposures
of the educational deficiencies of their
country, with which the Reports abound.
But though nothing emanating from the
Commissioners themselves is chargeable with
favouritism towards the Church, many of the
Dissenting body, both in Wales and England,
are persuaded that the covert object aimed at
in all the recent Governmental proceedings
relative to education in the Principality, is the
increase of the followers of the Church at the
expense of the various Dissenting sects. " The
Churchmen of Wales, like their brethren
elsewhere, are now invoking State aid to commence
a crusade against Dissent under the
pretence of educating the people. I say pretence,
for they do not seek to promote education,
but Church extension."
We believe that this apprehension, whether
well or ill founded, is the only cause of the
threatened opposition by Dissenters to any
general Government scheme of education for
Wales ; and we must say, that if the Dissenters
are convinced that such a secret attack is
to be made upon them, they are perfectly
justified in taking every legal means to defeat
it; nor can we deny that there is much force
in what is advanced by the writer above quoted
to show that practically the effect of the
Minutes of 1847 would be to favour the
Church at the expense of Dissent. After
stating the principles of the Voluntaries, which
condemn every interference of Government
with matters of religion, he says :—" With
such views, we are bound to reject a measure
which enjoins teaching of religion, and attendance
to religious duties, as necessary qualifications
for the offices of pupil-teacher, stipendiary-monitor,
and schoolmaster." Subsequently,
in reference to the rule that public aid is to be
afforded to each sect in proportion to the sum
raised by its own members, he remarks :—" As
the gentry belong to the State church, the
different denominations of Dissenters are comparatively*
poor. Your proposed scheme, my
Lord, puts these men in competition with the
wealth and worldly influence of the land.
This is no equal race : Churchmen know it,
and hence they are in extacies at the prospect."
" In many instances it is difficult for Dissenters
to obtain sites, especially eligible sites for
chapels and school-rooms, because the landowners
or their agents are Churchmen." . . . .
"In most of the parishes of Wales, only one
school is wanted, the great majority of them not
having a population of 800 each. In such
places the establishment of Church-schools is
certain; and with the agencies which the Clergy
can wield, Dissenting-schools would be effectually
kept at bay."
* "Letter to Lord J. Russell on the Minutes of Council of
1847." By Evan Jones, of Tredegar.

There is only one method of avoiding all
these and similar objections, of showing the
groundlessness of sectarian suspicions, and of
bestowing upon Wales the inestimable blessing
of a sound and comprehensive education for
every one of its inhabitants who may require
it ; and that method is the establishment of
a system in which the people of the Principality
shall be regarded simply as British
subjects, and not as members of this or that
sect ; as having a claim upon the Government
for the means of moral and intellectual
training altogether irrespective of the peculiar
doctrinal views entertained by them ; as entitled
to be put on a footing of equality with the
rest of their countrymen without being required
to surrender their cherished convictions
and feelings in reference to religion;
—in one word, of a purely secular system of
education.
Such we believe to be the only effectual
means of providing for the instruction of the
people in every part of the empire ; but there
are peculiar circumstances which render it
especially and easily applicable to Wales. In
the first place, there is a general disposition
among the people themselves to prefer such a
plan of education ; secondly, ample provision,
in accordance with their own habits and modes
of thought, has already been made for special
religious instruction ; and although it may be
said that the Commissioners' Reports would
lead to the conclusion that this provision is far
from accomplishing its objects, yet it must be
observed that the Commissioners themselves
admit that the amount of religious knowledge
among the Welsh is beyond all comparison
greater than that of secular knowledge ; that
in most cases the ignorance of religious subjects
which they found among children was
perhaps more verbal than real, or else of such
a kind as is inevitable; for what knowledge,
better than that of a parrot, can children have
of such abstruse metaphysical topics as faith,
grace, &c., &c., which we find were not unfrequently,
but very absurdly, the subjects
upon which the Commissioners examined the
youthful Celts ? In reference to the Sundayschools,
moreover, it may be added, that the
improvement of the day-schools and the consequent
increased intelligence of the people,
would necessarily operate upon them, and
render them more efficient for their special
purposes than they are at present. In the
third place, the thin and widely scattered population
of the greater part of Wales, and the
general poverty of the country, render it quite
impossible that, except in a few of the larger
towns, more than a single good school can
be maintained in a parish ;* so that, unless a
comprehensive system be adopted, the efforts
and resources of the various sects will continue
to be wasted in striving to support separate
schools which cannot, under such circumstances,
but continue to be what they have
hitherto been, utterly inefficient to secure the
sound instruction of the people, and disgraceful
to a country with any pretensions to civilisation.
Wales presents a most favourable sphere
for the operations of a Government sincerely
anxious to promote the best interests of the
nation by the diffusion of knowledge and the
increase of enlightenment, and honestly determined
to pursue that object without reservation,
or any hidden intention of favouring any
* Mr. It. Jones states, that according to the census of
1841, only twenty-four parishes out of 838 have a population
Of 4,000 and upwards, the remaining 814 parishes having au
'wrap population of 863 each.
THE EDUCATIONAL TIMES. 239
sect or party. One of the ctief obstacles in
the way of a national scheme of education in
England is, that the supineness of our rulers
has suffered the field to be occupied by numerous
societies, committees, patrons, lic. &c., all
of whom seem to think they have thus acquired
a " vested interest," an impreseriptible
right, in the training of the intellects and
souls of the people at large, and who almost
raise the standard of revolt when the Government
ventures, in ever so humble and partial a
manner, to discharge one of its most sacred
duties towards those committed to its care. In
Wales, until very recently, the education of
the people has been abandoned to themselves;
the clergy, the landowners, the magistrates,
have displayed the utmost indifference to the
matter ; no societies have combined their
purses and their lungs to raise funds for the
erection of school-rooms, and the endowment
of the masters ; no committees have devoted
themselves to the task of superintending the
teachers, chosen by them after many secret
and open struggles of counter influence and
adverse jobbing, and to the congenial employment
of preventing them from communicating
too much knowledge, or knowledge
not of the proper kind, to the children
whom they so graciously patronise : it is true,
within the last year or two, there has been
some stir made in the Principality, but this is
chiefly attributable to the dread of Government
interference ; and most of the witnesses, whose
evidence is contained in the Reports, concur in
stating that the richer classes take no interest
in the education of the poor, and that it is vain
to expect that they will do much for its promotion.
As for school-buildings, anything
deserving the name hardly exists in more than
a score of places throughout Wales. Hence,
there is almost a clear field for the foundation,
ab initio, of a general system of education,
which would scarcely interfere at all with any
existing interests, or diminish the utility of institutions
already in operation.
Another and powerful inducement to the
adoption of such a course, is the evident desire
for it on the part of the great body of the
Welsh themselves. Here and there, no doubt,
a fiery partizan, whose zeal without knowledge
renders him insensible to the clearest facts and
most startling phenomena, may loudly protest
that he will be no party to such a " Godless
system," and may even venture to make the
same assertion in the name of his countrymen ;
asked to surrender—nothing ? For, we are
now arguing on the supposition that the Government
system to be proposed is really a fair
and honest one ; giving no preference in the
least particular to any one religious sect 3 not
acknowledging, in fact, the existence of sects at
all ; appointing monitors, ushers,'schoolmasters,
school-inspectors, and all other educational
functionaries on the sole and simple
ground of professional fitness, and without
inquiry into or recognition of their particular
religious opinions.
The Welsh are justly entitled to the benefits
of a measure which has already been
granted to Ireland, and there can be little
doubt that they would make a far better use
of it, and profit more by its provisions. They
possess a degree of mental vigour and intellectual
acumen which only requires cultivation
to raise them to a lofty position in the civilised
world, and which would amply repay all the
labour that may be bestowed upon its development.
Finally, an additional argument in favour
of the plan above proposed is, that it would
serve to pave the way for the application of a
similar measure to 'England, where it is not
much less needed than in Wales. When the
beneficial Working of a comprehensive system
of national education in the Principality was
seen, and it was discovered that none of the
dreaded evils which some of our countrymen
imagine nuist resultom such a system, had
really occurred, they ould begin to recover
from their panic aboutgovernment interference
with education, and the universal people would
demand for themselves the only measure that
can radically &rid permanently cure the evils
of our social condition, simplify the difficult
political problems of the times, and put the
welfare of the community at large upon a
secure basis—a measure that shall provide for
the moral and intellectual development, training,
and instruction of every subject of the
British empire.
COLLEGE or PRECEPTORS.
A SELECTION FROM THE EXAMINATION PAPERS
OF JUNE, 1848.
MODERN HISTORY.
1. Give some account of the principal Barbarian
nations that overran the Roman Empire. How had
they established themselves in the time of Clovis?
What celebrated battle effectually checked the progress
of the Saracens in Europe ? 'What modern
but from the attentive study of these Reports
we feel convinced that such is the strong countries were comprised in the Empire of Charlemagne
? When, and how, did the German Empire
feeling entertained by the great mass of the
Welsh respecting the tangible and degrading arise ? what were its relations to the Papal See,
evils, to which their present system or nosystem
of instruction subjects them, that they 2. When is Modern History generally considered
under the Emperors of the Hohenstaufen dynasty ?'
to begin ? Who were the most powerful European
would hail with delight and gratitude a Government
scheme which should open up a sketch of the resources, and mention the extent, of
Sovereigns at the mra of the Reformation ? Give a
prospect of escape from those evils by putting their several dominions. State historically, without
a sound secular education within the reach of comment, the grand point of difference between the
every child in the Principality. To come to Romanists and the Reformers—did the latter differ
any other conclusion, would be to deny to amongst themselves ?
them the possession of reason and the plainest 3. What important events were occasioned by
common sense. What shadow of an objection the tyranny of Philip 11. in the Netherlands ?
could they entertain to the acceptance of benefits,
the value of which they so keenly esti-
ensued? Give a short account of the struggle,
What part did England take in the contest which
mentioning the most celebrated characters that were
mate,* and in return for which they would be
engaged in it. What political lessons do you think
* From the many proofs of this contained in the Reports, may be drawn from this portion of history ?
we select the following :—" One girl in this family was earning
a trifle by regular field work among the men; another What great Statesmen and Generals were con-
4. How did the thirty years' war originate ?
younger child was occasionally employed at the vicarage ;
she had expressed the greatest anxiety to learn to read, cerned in it? What was the issue of this war?
having said to the vicar's wife, `that she would do anything Mention some of the reigning Sovereigns of Europe
upon the signing of the Treaty by which it
for her if she would teach her to read.' • What would she
do?' The child answered, • Work for you all the days of my
life—Report I., p. 244.
was terminated.

THE EDUCATIONAL TIMES.
1 ,5. State, distinctly, the-claims of the Competitors
for the' Thrime of Spain, 'in the year .4700. How
didthe issue of this contest appear likely to involve
the liberty of Europe ? What events brought about
the Treaty of Utrecht ? Have any very recent trans,
actions called public attention to the provisions of
that Treaty ?
. 6. Mention, in chronological order, the Kings of
Prance of the House of Bourbon. Point out the
,Chief political, social, and moral grievances, which
Prance endured under this dynasty. What :ire
the usual results of such evils What were the
,principles of the leading MON at the meeting of the
States General in 1789 ? Draw a. parallel between
that Assembly and the English Parliament of 1641,
;and also between Cromwell and Napoleon.
7. Give sketches of the characters and history of
any or all of the following individuals ,
Ignatius Loyola; Andrew Doria ; Pope Clement
VII. ; the Chancellor Oxenstiern; John de
Wit ; Madame Roland; Frederic the Great ; Turgot.
HISTORY OF ENGLAND.
1. Give some account of the condition of England
during the Heptarchy. How long did that division
of the country continue? What is known of the
Constitution of the Witetragemote? What was the
,. object of the institution called Frankpledge? Do
you recollect Mr. Hallam's views upon that subject?
Was the Trial by Jury in use among the Anglo-
Saxons?
2. Give a brief sketch of the Feudal system, and
a general explanation of what is meant by the Canon
Law. ShoWthat some acquaintance with the principal
provisions of -both those institutions is necessary,
to the proper understanding of early English
History. What- questions were involved in the
quarrel between Henry II. and Becket? Had any
of those-questions ever been mooted before?
3. Give a genealogical table of the Kings of England
from William I. to John. Point out those
Princes, who, according to the principles of hereditary
right, were usurpers. Did the rights of the
Anglp-Saxon dynasty vest in Matilda, the wife of
Hernry I.? When did the principle of agnatic descent
begin to he applied to the Crown? When
were Itinerant Justices established? What was the
office of the Chief Justiciary?
4. In investigating the origin and growth of the
EngliSh Parliament, what are the grand points of
inquiry? What great facts are well ascertained?
6. 'What pretence had Edward III. for interfering
in the affairs of France ? What led to the deposition
of Richard II.? When was the Statute of
Prieniunice passed? Explain the original intention
of that Statute, and state how it Was afterwards
interpreted.
6. In whose reign did the exactions known by the
" benevolences" originate? Draw the character
of Henry VII.? May the Statute of "Fines"
be considered an instance of the sagacious policy of
this Monarch? Explain the object of the Statute.
7. Who was the principal agent of Henry VIII.
in the dissolution of the Monasteries? What were
the steps of the spoliation? How was the property
appropriated? Did the existence of these foundations
render a system of parochial relief unnecessary?
Give your views of the benefits and evils of
Monasticism, as a social institution; and state some
of theeffects of its abolition in this country.
8. Was Mary guilty of the murder of Darnley?
Was Elizabeth justified in executing Mary? Who
were the chief Statesmen at the Court of Elizabeth?
Give a sketch of the political life of Lord Bacon.
9. Divide the reign of Charles I. into the most
important intervals, and mention the chief events
which occurred in each. Who are the original authorities
for the history of this reign?
10. What was the character of Sir Robert Walpole
? How long did his Administration last, and
for what was it remarkable ? Give a sketch of the
state of party in England at that period; and
mention spun of the most celebrated literary men
who then flourished, and the character of their
writings.
POLIWAtt 1>HIA5SOPYPI
1. What accosnts have been given of the origin
of Civil Govertruen0 lExplaitethe duty of obedience
to Civil Governmentewhen once established.
Upon what memotabieloteasion in English history
were two opposite theonies,upon this subject advanced
ia Parliament?), Dolybu think that the , term
epticareit," was, then torrectly used?, What `celebratierStatesmen
took part in .the debate ?
?2. `What do you understand ,bly thb ,Cotestdtutiott of
a Country? In the mostgeneral sense, how many
kinds of Constitutions arethere'? State clearly the
principle of that division; and give an example of
each kind of Constitution in actual existence at the
present time..
3. Give adefinition of Municipal Law. Explain
the terms ,Legislative, Judicial, and Executive, as
employed in Political Science, illustrating your
explanation by references to the British Constitution.
4. What is the Constitution of the United. Sitites
of North America ? How is the Congress elected ?
Explain the meaning- of what is called the doctrine
of " Nullification." Does this provision remind you
of any remarkable institution , of Ancient Greece?'
Have the Americans endnrecTany evils which might
have been remedied by the existence of, a stronger
executive power in their Constitution ? '
5. Show that legal obedience is indispensable for
the maintenance of Civil liberty? Under what
qualifications is the word " legal" here used ?
Would ,the exaction 1:of,totrettieric6 to sumptuary
laws be,conducive to Civil Liberty ? Which is the
superior in the British Constitution, the Lath, or the
King?, Mention the great Chketers of English liberty,
and specify the particular bearing of their several
provisions upon the liberties of the English people.
6. What is the meaning of Political Economy?
Who are the chief Authors upon this Science? Give
a correct 'definitiou,of "wealth."
7. What attributes are necessary to confer
" value ?"—what is "price ?"
8. Enunciate the theory of "Rent," commonly
attributed to Mr. Ricardo. Have objections been
made to this theory ?
9. Give a slight sketch of the history of the
Navigation Laws. What purposes were they intended
to answer? What will be the probable consequences
of their repeal
10. Point out what you think are the weak points
in each of the several systems known under the
name of ""Communism." How would you proceed
to erpound to your pupils subjects of this nature,
without exciting prejudices and party feeling?
01&20.2*1LL C612.75LEPOlVDICATCE.
THE EDUCATION OF WOMAN.
[The following paper was read at a Conversa.zione of
the ROyal Institution, Manchester, on Wednesday,
22nd of March, 1848, by W. B. HODGSON,
L.L.D., Principal of Chorlten High School.]
Instead of detaining you, as I might fairly do,
with apologies on the score of deficient leisure to
enable me to do justice by arrangement and expression
to such ideas as I may have on this subject,—permit
me Merely to observe, at the outset,
that I alin neither at exhausting a question so vast
and important, nor even at saying anything absolutely
new. In all matters world-wide and worldold,
the probability is that " what is new is not
true ;" and I shall be satisfied if I excite discussion
in this place, so as by the thoughts of others more
than by my own, to help on the advance of woman's
education, with which man's also is closely and
inseparably allied.
By way of fixing the whereabouts of our starting-point,
let me remind you that, without at
present explaining the wide differences between
instruction and education, it is important we should
distinguish between two kinds of education, one
of which I may call general, the other special. The
latter aims at fitting man for a particular occupation
in life--a certain, more or less, limited range of
duties, and may be styled, in Edgeworth's phrase,
Professional Education.. But the former addresses
man, not as the future shopman, workman, or
tradesman, but "emphatically' as .IVIAN-f-"g4OelirS to
train, and' strengthenesand!.ttit fold, hisePowere,--not
that they may make:money, or achitereuny. low, or
narrow, or patising utility whatstetier,litt for their
Owrteake,i but becausentheirktVeTisigrowth-eegrowth
bY.etAlturel:fttid.cUlture.for therea,ite‘ofegrowth; If
it lapntemphsteautility- at , all, !Wit; et he widest and
silent: enduring utilities ;,it lookolati-meneas son,
brother, husband, father, guardianeWitizen,,kather
than as architect, lawyer, mercharittiamettkpicia,n•
In this country, the distinctibri litkv takee plain
and simple as it may appear,lik'llitifbrtunately,
overlooked : the two things V6Ircdrifountled, or
rather the former is lest Sight Of ■tilttigether. Education
is here too ninth a ,bitsineirbtli adaptation
for subsistence purpenkii.a 'The solleth isl'14 Mere
avenue to a trade ; inteee unte-clattirbet"to the
counting-house, with no outlet other dt 'beyond,—
with Searce a loophole through which may be caught
a glimpse Of the glorious vistas of mental' progress.
Take the ancient classics! How many are there of our
practical men, men whO'hold fast bY'the multiplication-table
and the rule-oftltree,-•=whe 'denounce
their study as a waste of precious time on two dead
languages;'as if they, " being dead, did not yet
speak," in tones, too, which the grave of time
renders far' more impressive than much of our modern
jargon ! Truly the living dog is not always
better than the dead lion ! " But, then, they
are of no use corny son ; they are not needed in
the countitig-hotise. Modern Greek may indeed
subservc business; but with the ancient Greeks or
Romans, what trade is possible ? King Otho is a
greater man than' Pericles; and the Parthenon is a
shapeless mass of broken pillars, neither so useful
nor so beautiful as a tall brick chimney 1" Nay,
even French and German, modern languages though
they are. are tried by the same standard ; and their
competing claims are weighed, not by the merits of
their respective literatures, but by the balance of
trade, or the bearing of individual connexions.
Even drawing, too, may be useful to the artist, engineer,
architect, or print-designerbut to whom.
beside ? What though its study in early life is
important to every human being, in training at once
to quickness and accuracy of perception, "skill of
hand, habits of observation, love of beauty, and
refined taste, which always tend towards, if they
do not always produce, purity of heart. These
things are all as nothing compared with the means
of earning bread and meat, and tea and sugar, or,
worse still, luxuries that have not necessity for their
plea ; so that, after a few years of drudging business,
of unimpeachable respectability, of dull propriety
in the discharge of what are called the social
duties,—the man, gifted with powers of whose
existence he has never dreamed, may be gathered
to his fathers, whom he has not insulted by transcending,—leaving
behind him children under efficient
pledges not to transcend him. Horace tells
us of a rustic who hesitated whether he shotild cut
his log of wood into a stool or a God ; he at last
decided to make a God ;—we reverse the decision,
and of our material, God-like though its capacity
truly is, we are well content to make a stool, or
other wooden utensil of daily use. I shall not stop
to point out the manifold forms of evil resulting
from this too common notion, and the sort of training
to which it leads. In the narrowness, and
jealousies, and pedantries of professions, we see
enough to make us wish for change.
It is for every one engaged in education to judge
how far this picture is overcharged. If it be not,
it is for every one so engaged to lift up his voice
again and again, and a thousand times, against
not merely this degradation of his own high calling,
but this desecration of all that is best in man,—
this sacrifice of man's noblest nature on the altar of
his meanest wants!
Now, I believe that this blindness and confusion
still so commonly prevalent in the training
of boys, is, though in another way, even
more actively and mischievously prevalent in the
training of girls. In men, the general is sacrified
to the special, the greater to the less, the mind and
6

life to the profession. But women, generally speaking,
have no profession ; and they have not even the
advantage of a kind of training, which, if it. be
wanting in breadth and warmth, is not without advantage
in its very directness and definiteness of
THE EDUCATIONAL TIMES 241
feebleness. Independence of character, originality
of thought, energy of purpose, logical dearness,
and scientific accuracy, a philosophic breadth and
depth of comprehension or range of knowledge,
even strong bodily health,--all were out of keepaim.
When they have a profession, whether it he ing. Woman was to live, not for herself, but for
that of mantua-maker, or artist, or governess, the him of the other sex who might be captivated into
same rule is followed as in the case of boys ; the becoming a prop for her graceful debility,—not to
needle, or the brush, or the multifarious smattering, put forth and improve her own individuality, as in
which, under the specious name of accomplish-
itself of priceless value, but to wait to receive
ments, too often constitutes the governess's stock in chance impress from without, or at most to please,
trade, absorbs all attention. It would be a waste of attract, and charm by frivolous accomplislimenta
time and means to aim at mental growth, at liberal which might be laid aside when their end was
culture on all sides,—still more to allow the na- gaioeda—just as, when the house islet, the tieket
may, be taken down. How many, on the other
hand, who failing to gain that end, waste life in
elegant trifling; and who, if asked, " why stand ye
Imre all the day idle ?" might appropriately answer,:
" because no man bath hired us I" his not merely
of the frivolous and pernicious misdirection Of wos
man's powers that I would complain, but of thaundamental
error that female excellence is at best a
secondary, derivative, reflective, moonlike' thing.
So long as we hold the philosophy which Miltion
sums up in its least offensive form, in one line of
his description of Adam and Eve,—" HE for God
only, SHE for God in him,"—so long must we , err,
and suffer because we err. We must acknowledge
an independent seSmature in woman as in inan,
and a common responsibility, because a common
dignity in both.
If we held with' the Turks, that women have no
souls; or with Pope, that to be characterless is the
best thing for woman ; or with Telemachus, 'that
woman's end and aim in life is the distaff; or with
Ingo, that woman's true office is to" suckle fools, and
chronicle small beer ;" or with the chivalry of old,
that woman is to be flattered with the incense cif 'an
almost idolatrous worship—a homage degrading,
alike to the giver and the receiver; that woman is
to be first made an idol, and then, by as slight a
change in fact as in sound, a doll; in any of 'these
cases, there would be no more to say. Under any
of these suppositions, it would be vain or mischievous
to strive to awaken tastes and desires that
tural silence and repose in which, alone the individual
force can ever manifest itself even to its
possessor. But, again, woman generally has no
profession. Even the professional training is, then,
for her useless and unnecessary. The death of
parents, or a reverse of fortune, may stimulate to
the acquirement of some marketable faculty; and
in some cases of unusual foresight, provision may
be timely made in anticipation of such contingency.
But, generally speaking, it will be admitted that there
is no mere professional training for women. How,
then, is the deficiency supplied ? How are filled up
the time and faculty time left blank? Is what is
saved from the special, partial, and narrow, transferred
to the general, comprehensive, and universal ?
What man is there of ordinary thought who has
not at times said to himself, " Oh ! if I were but
free from these business-cares—if I could even
make a smaller number of hours suffice for these
labours—what would I not learn or strive to
know !" In the case, then, of a large proportion of
the human race, we have this Utopia realised, for. at
least, that long, happy, and precious period of life
which precedes the entrance on domestic cares and
duties. Again, we ask, how is it filled up ? I ant
not blind to, or forgetful of, the many cases of exception
in our day, and in our own city; but
can it be said that in anything like even a respectable
minority of cases, the education of the future
woman, be she high or low of birth or fortune, is
efficiently, or even professedly, directed to the development
of her mind and heart, to the attainment
of knowledge for its own sake, to the cultivation
of her powers of thought, and feeling, and taste,
and aspiration; for their own sake ? Of the poorer
duties it is not needful here to speak. In these,
the condition of the sexes in this respect, is more
nearly equalised ; both suffer alike from the res
augusta (lona, the narrow circumstances, truly so
called, from their power to cabin, crib, confine;
the same modicum of reading, 'riting, and 'rithmetie
is .doled out to both, and there is no glaring disparity
to fix attention. But, as we ascend the
scale, the contrast, notwithstanding all that I have
said of the defective training of boys, becomes
marked. And here let me say that I am not the
champion of one sex only. I advocate not merely
an equalisation, but an enlargement, of the educational
rights of both sexes. Let both be taught
alike, I say; but not less loudly, let both be better
taught. A mere equalisation with what is not
truly good is a questionable gain. Time has
wrought modifications and changes in two ways,
both by extending to girls what was once confined
to boys, and vice verso ; but still we have an inequality
to deplore, and, I trust, to remove. If we
might trace a principle in the unsystematic practices
in this respect, the idea at one time seemed to
be, even where the_ education of either sex was
most extended, that a complete diyision of the departments
- of thought and st tdy should be made
between the sexes. Dead languages, Latin and
Greek, for boys ; living languages, French and
Italian, and more recently German, for girls. Abstract
science was for boys only; music and drawing
were for girls only. The one being by nature
stronger in body, and mind, too, as it was supposed,
was to be strengthened more; no matter though he
should be made coarse, and rough, and bard, as
well as strong. The other, being assumed to be
the weaker, was to be, if rot weakened, at least
kept weak. Woman was to be made graceful, and
elegant, and delicate, and a inning from her very
could not be gratified or fulfilled; nay, we would
have even to retrace our steps, and retrench some of
the kinds of culture, such as it is, with which
women are indulged. And here lies the whole gist
of the question. If we would be consistent, if we
would hold fast by any principle whatever, either
we have already gone too far, or we must go farther ;
we must either deny to woman the possession of our
common attire, intellectual, moral, and msthetic,'
or we must act fully on the admission that she does
possess it. I need not be told that there are mental
as there are physical differences between men
and women. I admit theta are; and, more, I do
not wish them to be destroyed ; but I ask whether
the fundamental and essential unity of nature does
not transcend as well as underlie all slight and
superficial differences; whether, in fact, these differences,
allowing for them the utmost latitude of
representation; amount to more than we find existing
among the members of the male sex itself, and forming
all those varieties of character, of opinion, and of
view, which give to life its needful light and shade,
and prevent a sad, dull, dreary, stagnant uniformity
of mental state. Take any rational view you please
of the peculiarities of woman's character, is there
aught in it to prevent or to disqualify her from pursuing
any track of thought which is open now to
the more favoured sex? Grant even the inferiority
which some assert (in mistake, perhaps, for dissimilarity);
is inferiority any reason for excluding
the half of the human race from sources of enjoyment
and improvement which, to a great extent, to
say the least, they are qualified to appreciate and to
use? Are we to have no excellence but the
highest? Though it may be true that women (as
it has been sometimes tauntingly said) have never
written the highest poetry, or painted the finest
pictures, or carved the noblest statues, or sounded
the profoundest abysses of science, are women to be
shut out from all these things ? Are Mrs. Hemans'
poems to be burned because Milton's are decidedly
better? If so, extend the rule in fairness; let
have no male mathematicians under the. mark' of
Newton; no male poets, or painters, or sculptor*
inferior to Homer, or Raphael, or Michael Angell°.
" The stars differ from each other in glory," and so
do human beings, whether male or female, differ in
amount, as well as in direction, of capacity; but
there is room in the world for the less, as well as for
the greater ; and there is use, as well as room, for
all. Even though no outward applause attest and
greet their presence, though their very existence
be unknown to all but their possessor, still to their
possessor, knowledge, and taste, and reflection, even
if small in degree, are the richest blessings. It So
to one, then so to thousands, to millions, to all !
But, besides, it is not unimportant to inquire Ma,
far this inequality, this inferiority (assuming it to
exist) be not the result of long ages of neglect and
perversion. Centuries stamp their footprints where
they tread, and we inherit for good or evil the
natures of those who have gone before us. Thus
the ignorance and degradation of the poor Miy
find their solution elsewhere than in the diltieet
ordination of Providence. Let us not be hasty to
charge on nature what may be the result of man's
own neglect or folly; still less to make the existence
of evil an argument against efforts for its removal.
But, to descend from theory to fact, take the
average of men and women, and let any one who
has tried to teach both declare whether there is
anything present or absent in the intelligence of
woman which unfits her for the study of any subject
of human inquiry, or which renders any study unsuitable
for her capacity and destiny. I put this
question broadly, but let us take a few instances in
detail.
Can, or ought, a woman not to study the classical
languages and literature. In the case of neither
sex do I think that they ought to be studied to the
neglect of other things more important; but what
is there that fits them for the one sex and unfits
them for the other? Cut off from the one side, the
narrow ground of professional requirement, for
purposes of prescription-preparing or charter-decyphering,
and what reason is there for their study
that does not hold trite alike in the case of either
sex ? Whether we assert the claims of Greek and
Latin to a place in education, because they were the
main source of so many other languages, including
our own, and enable us to trace the derivation of
words, and the origin of forms of construction, of
modes of thought, of manners, and customs ; to
understand casual quotations; or because they cultivate
taste; or on any other ground usually urged in
favour of classical instruction, all arguments are as
valid in the one case as in the other. Then, again,
as to Mathematics, than which, apart from its practical
application, there can be no better training to
close attention, accurate and continuous thought.
Logic, again, is of peculiar value; and on this point
I can speak with the force of personal experience.
For some months before leaving Liverpool, I taught
logic to a class of about twenty ladies, and I may
truly say that, while teaching is at all times a
pleasure,I never found it so much so as then,
though the lessons came at the close of a laborious
day. There was so much attention and quick apprehension,
such diligence in preparing exercises,
and so rapid a progress, that my expectations were far
surpassed; yet I do not at all believe that ladies in
Liverpool, as a class, are superior to ladies in London,
Birmingham, or Manchester.
Moral Philosophy, again, and even Metaphysics,
I believe to be most useful and befitting for woman's
pursuit. I am anxious not to rest the argdment
on cases of a woman's actual superiority in one or
other of these studies; the question seems to me
quite independent of such aid; but still, as what
woman has done woman may do again; let me here
remind you, that if we can point to Mrs. Sonfaryille
or Miss Herschel in mathematical or astronomical
science, or to Mrs. Carter, or Madame Daciei, in
classics, even in metaphysics we have Lady Mary
Shepherd, whose works on causation, and on the
perception of an external universe, have placed her,
in the estimation of no mean judge, in the very first
rank of English metaphysicians. As solitary won-

242 THE EDUCATIONAL TIMES.
s
dere to be gazed at from afar, such cases are of little
value; their use is to justify and to herald the admission
of woman into fields of thought, from
which she has been hitherto debarred, and to
assert, in their own persons, the dignity of their
sex. Why, again, should women not be taught the
laws of their own organisation, the laws on which
health depends, and which, for others' sake, not
less than their own, it is their solemn duty to study
and to obey ? Obedience to laws not known or
understood can be but the result of chance ; and it
seems to me that when the Deity, in his infinite
wisdom, made on the one hand the well being of
this and succeeding generations, male and female
alike, dependent on our observance of these laws,
and, on the other hand, gave us, male and female
alike, faculties which enable us to study and comprehend
those laws,—he has implicitly, but emphatically,
commanded all who have ears to hear to study
that they may understand, and to understand that
they may obey.
Then, again, what is there in the problems, difficult
and complicated, but deeply interesting, as they
are, of political, social, and economical science, unfit
for the mind of woman to examine. On no subject,
perhaps, is there so much prejudice to subdue as on
this. By almost common consent, women are supposed
iucapable of enlightened interest in such
matters, or even if not incapable, their title to such
knowledge is vehemently denied. I know not how
often I have heard it said, sometimes in contempt,
sometimes in exultation, that all women are Tories,
neither party supposing that there was any reason
at work to bring about this assumed fact. And
yet I confess I cannot see why a woman, who may,
without loss of caste, plead guilty to some knowledge
as to Cromwell, or Straffbrd, or Cecil, or
Charlemagne, should shrink from inquiries about
Sir Robert Peel, or Metternich, or Louis Philippe.
It seems to me a sad thing that any woman should
pass away her life in sublime indifference to
the fate of nations, which is being decided in
her own day ; and while thrones are falling,
and blood is being shed, and the whole world
is being shaken as with a thousand earthquakes,
should be an unconcerned looker.on, or even
too unconcerned to take the troable of looking
on. It is with a profound pity that I sometimes
hear a lady simper out that for her part she takes
no interest in politics,—which is, when rightly interpreted,
history in the making ; the destiny of the
world evolving itself from the past, and stretching
into the future, through the eventful present.
Surely, did they but know, as Oxenstiern told his
son, with how little wisdom the world is governed,
they would not be so ready to acknowledge an incapacity
so humiliating and so untrue. I think I
hear it asked: Would you have women angry
political partisans, and fierce disputants ? I answer,
surely not; but neither would I have men
angry or party disputants ; and while I know full
well that there are other reasons for this fierce
partisanship among men, I cannot help thinking
that, were women admitted to an intelligent participation
in political interests and discussions, there
would be less bitterness and more moderation and
calm wisdom in the councils of men on these allengrossing
and all-dividing questions.
Thus might I go over the whole range of subjects
to which human inquiry can be directed, and strive
to show that all are as suitable for women as for men.
But these examples must suffice ; and, once for all, I
would throw the burden of negative proof on those
who would deny woman's fitness for any such inquiries.
This I am in fairness entitled to do, so
long as woman is admitted to possess a moral and
intellectual nature substantially the same with man.
(To be continued.)
EDUCATIONAL REFORM IN HOLLAND.
Stu,—'ince 1806 the laws regulating education
and educational establishments in the Netherlands
have been exceedingly partial and unfair. The
motto hat been, not " let him bear the palm who
deserves i ," but " let him bear the palm whom we will
(taw to deserve it." Some points, however, in
these measures are, in- our opinion, not only salutary,
but in 'a great measure necessary ; and as the
advocates of the unrestriciive system do not desire
to have these points abolished, we give- them our
sincere good wipes in their petitions to the Legis.
lature to take off unjust restriction, from education.
Since the early part of the present century it has
been the law that every person wishing to be en•
gaged in tuition, whether scholastic or private,
must first submit to an examination before the
school commission of the province in which he is
living. IF he passes that examination creditably,
he is then permitted to enter on his duties in the
first, second, third, or fourth degree of teachers.
Now, so far, good—excellent. The public should
have some guarantee of the teachers' proficiency
and competency to teach, and the Provincial School
Commission very wisely give it. These examinations
are not mere formal proceedings on which to base
the necessity of fees, but, being conducted by welleducated
men, they are sound and sufficient to
prove whether the pergola examined is fit for the
office of teacher. But the great evil in the midst
of this gcod is, that persons thus examined have
but very little chance of preferment. The number
of schools is limited ; not so that of teachers ; all
who can pass the examinations are admitted as
under masters, but they are not allowed to commence
a school. Thus education is thrown into the
hands of a party, and in some towns in the country
that party is opposed in its opinions to the majority
of the inhabitants. Let us take an example : A.
has been examined, and has proved himself competent
to the task of conducting a school, but he can
only be engaged as under master, unless a principal
of a school leaves the town or dies ; then he has a
chance, thong' a very limited one, of becoming the
principal of a school, if he is of the party in religion
and politics, and is well recommended by that
party. The consequence is, that the country is
inundated with under masters, whilst the principals,
so protected by the restrictive character of the laws
on education, frequently discharge their duties with
a cold apathy for everything connected with them
but the money. There is no choice for a parent,
or at least a very circumscribed one. Whatever his
religious or poitical persuasion may be, he must
send his sons or daughters to the schoolmaster or
schoolmistress appointed by a partial school commission.
True, education is cheap—that is to say,
education in the common acceptation of the term.
The people ask not for cheaper, but more extended
education. And this request of the people is no
extravagant demand: it is fair to all. They would
give to merit en open market, which it now has
not; they woul I give every man in the profession a
chance of rising in it, unburdened by the trammels
of sects and creeds.
The most determined enemies of these proposed
measures are the present schoolmasters, and the
clergy of the Reformed Church. It is not very
difficult to divine why the former are so ; nor, indeed,
to a person somewhat acquainted with the
country, why the latter are so also. In our own
humble opinion, the reason on both sides does not
argue much confidence in the sincerity and stability
of their own actions and principles. The masters
are afraid of other schools being opened where they
were wont to " pick their own cards," and of losing
their reputation. The clergy are afraid, not of an
increase of schools, provided the masters are of their
own way of thinking ; but of the commencement of
a Catholic school in every neighbourhood, which, if
the bill be passed, will assuredly take place. But
if their system of Protestantism is such that they
are afraid to trust to the good sense of the people,
surely there must be something unsound in that
system.
se"t"a
Catholics will have schools under the new arrangement,
but the tendency of extended education
is to overturn, not strengthen, a system of superstition
and priestcraft. But the reformed clergy
are afraid of a contrary effect; they see visions and
dream dreams of a rush from their own sanctuaries
to the Romish Church ; but give the people a free
and uninfluenced choice in educating their children,
and, ae sincere Protestants, heartily opposed to
Romanism, we say, the next generation will number
fewer Romanists in Holland than the census of religions
opinion has ever yet recorded.
By the proposals now before the States-General
of Holland, when made laws—as we hope they will
have been before this article is published—every
nelson, on having passed his examination in the
necessary acquirements of a teacher, will be allowed
to establish a school in whatever part of the country
he may think fit. Surely it argues a spirit of deep
and unworthy selfishness in the man who would
object to his professional brother, as competent as
himself, being free to raise himself in his profession.
Surely there is nothing in conditions like these of
an unfair nature. What would the money-making,
long-established schoolmaster have said to these
measures, when, years ago, he wished to commence
a school ? How different his opinion then ! But
now, grown fat and rich in a profession which
should be open to every worthy man competent to
discharge its duties, he grudges the boon—or,
rather, one of the rights of humanity—which the
Legislature proposes to give to all members of the
profession.
The arguments urged by the advocates pro and
con on this question, are many of them important,
and some ridiculous. One argument put forth by a
warm, but not very erudite advocate, of the mares
strictive system, is worth noticing for its utter want
of force. He infers that a great benefit resulting
from the passing of this bill would be, a total
giving-up of vacations, in consequence of the great
number of schools which would compete for
pupils.
In the first place we do not believe that so many
schools will be commenced as is supposed. It is no
easy or inexpensive matter to get a school-room in
order. And various other reasons would prevent
great increase of schools. We do not believe
that it would be ten per cent on the present
schools. But as. to vacations—the man who grudges
the teacher his one month, in the year, of cessation
from a harrassing and responsible vocation, in which,
if he is faithful, the whole powers of his mind must
be employed, and much, very much, of his temporal
enjoyment sacrificed,—we say the man who grudges
this poor boon, should be placed eleven months in a
barrel, that he may know by experience how necessary
and salutary a month's liberty would be to him.
MINIMUS.
PAPER READ BY MR. WHARTON, AT THE
CONVERSAZIONE HELD BY THE COL-
LEGE OF PRECEPTORS, JUNE 26rn, 1848.
It is no trifling matter that the studies of the
youth of a nation should have that bent which is
roost likely to form characters, which shall abound
in sound judgment, attention to truth, and rectitude
cf conduct.
The English nation has always been pre-eminent
for these characteristics ; and it is imperative, both
on parents and the educators of the nation, to be
fully convinced of the necessity of adhering to this
standard, and not to desert the grand object in pursuit
of gaudy butterflies, not to sacrifice the mental
powers to non-intellectual occupations, nor to fancy
that the reasoning faculties can be developed and
strengthened by amusing the mind or by exciting
the imagination.
The course of education which alone is valuable
must be accompanied by painful and laborious
thought, though without this we may acquire much
display, and the ready use of high sounding but
unmeaning words.
Since, however, education has become the grand
feature of the age, not only in this country, but in
almost the whole world; and since the perils of
the subject are as evident as its advantages, and the
delusions are as deceitful as they are captivating, it
behoves us carefully to consider what course is the
best adapted to conduct to the desired result, to
assist in raising the moral standard of the nation,
and to point out a course of study which shall give
the rising generation those firm, unflinching, and
determined intellectual powers which have been
the distinguishing features of our nation, and o.

every nation which has maintained a superior position:
Much has been said about the inability of education
to change the natural bias of the mind, but
it has never yet been tried in its greatness. It has
been nurtured by kings and emperors, who thought
to curb its powers, but it has never yet been supported
by the middle class of the English nation.
Many individuals may have given utterance to their
sentiments ou the subject, but their theories have
hitherto wanted the seal of practice. Individuals
may, in their ignorance of the subject, have attempted
to form schools, but they have never attempted
to create teachers, and consequently they
overlooked the most important requisite for the
school-room. Hence instruction has been of a
most unscientific description ; the folly of individuals
has attempted to transform boyish vagaries
into manly thoughts by mechanical movements and
parrot-like repetitions, and intellects of the most
opposite kind have been subjected to the same
mode of manipulation. From the undefined state
of the science of education, teachers have not been
able to take a general view of their important
duties, but have often confined the whole attention
of their pupils to some favourite study of their own,
thus leaving the grand object altogether unnoticed.
But without dwelling on minor details, or cornplaining
of past evils, we must look to future results.
The organ of this College has repeatedly said,
that the main object of all instruction is the development
of thought, or, as some one said, of correct
thought ; not to produce a youthful prodigy, but an
intellectual and well-ordered man. But this object is
far from universally or even generally kept in view.
The scholastic profession is not proudly jealous of
its abilities and professional character ; its members
allow any ignorant person to dictate to them their
mode of operation ; they act by custom and not by
judgment; what their fathers taught, they teach,
'and in the self-same way. Hence, in every species
of instruction, the memory and not the mind has
been allowed to have the pre-eminence; and to
such a degree, that some teachers seem to be
scarcely conscious that the reasoning powers, and
not the memory, should be the object of cultivation ;
at too many of our public schools the memory and
imagination only are decidedly marked out as the
faculties to be improved; and, as a means to that end,
the teachers select a number of words from the
beautiful languages of Greece and Rome, and employ
youth in arranging these words in certain
orders; thus teaching them at the same time the
science of numbers and the various meanings of
words. This may be a most scientific method of
instruction, though I should prefer the terse reasoning
of Thucydides and Plato, Livy and Cicero ; but,
notwithstanding all the beauties of those languages,
they are not a sr fficient discipline for the higher
orders of human intellect.
To a certain extent they are a fine mental discipline.
They form the very best medium, by their
various terminations of cases and persons, for
training the youthful mind to distinguish and discriminate;
but, beyond a certain point, they cease
to require that constant habit of thought and attention
which constitutes their chief excellence as an
agent for mental discipline. Sterner materials for
thought, then, become requisite; such as can exercise
its most extended powers and employ its most
lengthened labours ; such materials are found in
mathematical studies, which are, at the same time,
the most useful in practical business, and the most
beneficial and delightful as an intellectual pursuit.
They offer the best means whereby to draw out,
stimnlate, and expand the intellect of youth, and
to enable it to grasp and comprehend many higher
subjects, which, in themselves, do not admit of such
accurate reasoning and exact conclusions.
For mathematical knowledge is not the end, but
the means towards an end; and it is not the quantity
of mathematical knowledge so much as its
quality, and the mode by which it is obtained,
that is the grand object of the science of education.
The bare knowledge of, or parrot-like power of repeating
or writing out from the memory, any por-
THE EDUCATIONAL TIMES. 243
tion of mathematics 'is of no value whatever. This
leads one to observe that there is a wide difference
between a popular knowledge of mathematics and
strict mathematical reasoning. " The one," says
De Morgan, " may be compared to a British shipof-war,
fully manned for action, and the other to
the same vessel, with her yards manned and a
hundred colours flying, but with no ammunition
on board." The one is merely a repeater of facts ;
the other is a searcher and examiner of the mental
powers.
There may exist different degrees of natural
capacity; and it may be extremely difficult to measure
the difference. The youthful intellect may be
led, to reason from various sources, and it may be
deterred or disgusted from sources equally numerous.
And, perhaps, the most common cause of
aversion to mathematics, or of their failure to
benefit the intellect, is the inaptitude of early
instruction. The reasoning powers, and not the
memory, ought to be the object of the teacher's
instruction in the very first lesson the pupil receives
in Latin or arithmetic; but in mathematics
this ought particularly to be the case. Mathematical
knowledge should be acquired by making
the mind work, and gradually ascend from small
endeavours to greater exertions. The mind may
rebel, but it must still be made to go on; it may
droop, but, within certain limits, it must be made
to advance; and, when the goal is gained, it will soar
aloft and rejoice in its victory, having gained increased
strength for future conquests. The progress
may at first be slow, but every step must be
accurate; haste is not onl y useless, but fatally injurious.
The question is, is the study of mathematics, if introduced
into the general routine of instruction, adapted to
improve the intellect of all classes and of both sexes ?
For it must ever be remembered that education, as a
science, is chiefly required for the purpose of giving
the greatest possible degree of elevation to minds of a
moderate degree of talent. Now, this question I have
no hesitation in answering in the affirmative; for,
judging both from abstract considerations and from
experience, I am convinced that mathematical
studies impart a certain accuracy of reasoning and
power of sustained thought, which are never acquired
by any other studies; and this is so well known that
it is unnecessary to recite the oft-reiterated regrets
of men distinguished as classical scholars, and in
other departments of knowledge, in reference to
their ignorance of mathematics. The same thing is
proved by the fact that those youths who apply
themselves most diligently to mathematics, are
generally more successful in their classical reading
than others. They have imperceptibly learned to
arrange and classify their ideas, and consequently
apply the same power in all other mental pursuits.
But such mathematics must be learned not as a
mere matter of fact but by reasoning from first
principles. These principles must also be inculcated
in early years. Scientific mathematics, then, must
be introduced into the commercial schools, where they
are almost unknown ; they ought to be substituted
for that mockery of learning with which such schools
too often delude the more ignorant of the public. By
such means we should lay the groundwork for
national education on a mathematical basis ; but
there are small hopes at present of any such result,
whilst in the majority of such schools, the assistant,
if possessed of talent, is obliged to conceal his
superiority and coincide with and praise all the
unmeaning grandiloquency of his principal. Let
us hope that a change will be effected, and at least
let us take care that none of that class become members
of this institution. Let us endeavour to establish
mathematics as our leading course of study, for
the purpose both of acquiring and extending accurate
scientific knowledge, and of cultivating the
powers for learning other subjects.
And here I may remark that even as a system of
logic, they have been found to be superior to any
other. Dr. Whewell has well compared the logic of
words and that of mathematical reasoning in this
manner. "Logic," says he," may be compared to the
science of learning how to fall from a horse without
hurting yourself, but mathematical studies to that of
learning how to maintain firmly your seat without
falling off at all." But as a man may pass the Atlantic
without learning to be a sailor, so a person
may learn mathematics without improving his
reasoning powers. This may be partly owing to
mathematical works not being well adapted to
teaching; in part, also, it is due to the illogical
method in which the first instructions are
parted in arithmetic. The first step towards
success is a good beginning; but since it has been
attempted, and is still far too extensively attempted,
to teach arithmetic by rules, how can we expect
youths to be able at once to cast off their evil
habits, and understand pure reasoning? To meet
this defect, the writers on algebra have endeavoured
to put algebraical deductions into the
shape of rules, and thus they have assisted in prolonging
the existence of an illogical system. But
arithmetic and algebra are so intimately combined,
that an accurate knowledge of the former not only
seems to depend upon the latter but to be unattainable
without it. I am aware of the apothegm
which asserts that a knowledge of arithmetic it
indispensable to the comprehension of algebra.
But I have ever found the reverse to be the
fact ; and that an extensive acquaintance with
equations and problems in algebra, from their inducing
a habit of continuous reasoning, is the best
and easiest preparation for a thorough mastery of
arithmetic, and also an admirable discipline for
(lacing accurate thought on any subject. I need
not, in this assembly, do more than mention the
fact well known at Cambridge, that the man who
in two hours can finish the equation paper, is
certain to be the senior wrangler of his year.—
But what does this prove P—Ic proves that the
possession of great powers of thought is almost
sure harbinger of success in the University contest
for honours; and to be FIRST in the Cambridge
Mathematical Tripos is neither a small.
honour nor a small benefit. It cannot, then, be
undesirable to submit all youths to the mental
discipline which brings with it such distinction
and such valuable fruits. Doubt upon this point
may, then, be thrown aside; there is considerable
dispute, however, respecting the period when a
youth should be initiated into the first elements of
algebra; but it may be maintained that it ought
to be as early as it is possible for a good teacher to
make him comprehend the addition and multiplication
of algebraical quantities, and that he ought
consecutively to be thoroughly practised in both
simple and quadratic equations ; that he ought
then to return to arithmetical and algebraical
fractions; and if he afterwards proceed with equations,
and problems producing equations, without
surds, he will be found competent to understand the
reasoning of a full course of algebra, and be able to
strengthen his intellect by the more abstract reasoning
of other branches of the subject.
I advocate, therefore, strict mathematical instruction
as a preparatory means to all accurate and
extensive knowledge. Without mathematical training
a man may become great, but by mathematical
training the same man would have become greater.
Mathematics, however, have not only been neglected,
but even superseded by a spurious offspring,
called practical mathematics. Writers on
arithmetic may in some measure be excused for
perpetuating the system of rules and practice; but
the same excuse can scarcely be made for writers
on practical geometry, who have done, and are still
doing, their utmost to supersede all accurate knowledge
of geometry. Cambridge has of late ex=
pressed its determination to encourage only accurate
mathematical learning, and the College will dO
its utmost to co-operate with that University for
the attainment of so desirable an object. But we
must be prepared for opposition from those who
are either ignorant of the subject, or incapable of
mental exertion.
There can be no doubt about the true object of
all instruction. It is the generation of thought ; and
when the power is generated, its energies, like that of
steam, can be turned in any direction. We must, then,
attain the power at any cost. We must not allow
the imagination, or the almost natural aversion of

244 . EDUCATIONAL !"SiM44--
tire human mind to mental lehour, to frustrate our
endeavours. The mind •(if youth must he trained
in accurate courses of thought before they be
peefffitted to launch on the Wide and illusionary
fields of general science; and we shall thus best
perform our duties to the rising generation, and to
society at large. Let us not cease our labours till
our object is attained, by sending forth to the world
such numbers of efficient and accurate teachers,
that the very name of tear her shall be an homer.
ON THE TEACHING OF FRENCH.
stn —Ny former letter on the shamefal returner
in Which the 'French Iaioguage is often taught
gaie offence to some persons ; but I saw with
pleasure :hat I was perfectly understood by you,
feel neither' meant to generalise, nor was I advocating
tea: cause in favour of my countrymen, but
Oily pro brain public°. I certainly must confess that
athongst the French teachers, marry rice totally unqdelified
to impart their language; for not only are
a tincrvugh knowledge of its grammatical principles
' and a clear method of instruction necessary,
btit also a good pronnunciatinn; three qualities
very often wanting. Arid whv do such people tied
!situations lit this country ? Because many of their
employbrs are not able to examine them and therefdrb
trust to agents; some of Whom (for there are
many 'competent and honest agents) would, for the
.like of a fee, engage the first French cobbler they
may happen to meet with. Some petty schoolmastersala
not trouble themselves to inquire at all
into the capabilities of an instructor ; all they care
for is, that he be a Frenchman, so that they niay
boast of posses:Silica a French teacher to attend the
yMing gentlemen ! That is quite sufficient, provided
his salary- does not exceed—what ? £10 a
a•te-a.r:d or, it may he, board and lodging only! !
But the parterre garcon is to have the oppertunity of
learning English, of Which he does not know e
Word; so much' the better for conversation, since
master and pupils are enable to understand one
another ! : As to grammatical explanations, I cannot
say bow they are made ; this is the secret of the
head-master. The poor fellow imagines he has
found a good opportunity of learning English—for
that is one of the terms on which lie has been engaged—but
What time will be allowed him ? That
is a mystery; for he• must remain constantly with
his pupils, and never speak any but his own
language to them, that is if he know it.
I do not generalise; nor ate I speaking of respectable
establishments, but of' those pretended
tutors who are a disgrace to the profession.
But let us return to our subject. In modem
languages pronunciation is of the utmost importance,
and yet it is the least attended to. Some
of the middle class wish their children to learn
French merely for the sake of saying that they
have learned it; and because Esquire A., or Lord
B.'s children learn it. But those persons do not
consider that Esquire A. or Lord B.'s children are
under good teachers, and have the greatest attention
paid to them for several years ; no, they intrust their
children t,o the class of tutors mentioned above, and
expect them in half a year to be proficient in a
language which requires six or seven years to
master it. How many young people, after having
left school, find out that their pronunciation is very
defective, and being obliged to go abroad on account
of their professions, have recourse to a
Master ; for, as they cannot learn all the languages
of the Continent, French, if spoken fluently, is the
best substitute for the native language in every
country of Europe.
To correct a pronunciation which has been vitiated
by bad masters is, I can assure you, no easy
task ; in fact, out of a hundred persons of that
description, I have not found ten able to make
themselves understood; many—indeed, almost all of
them—for want of knowing the sound of the letters,
and of the either cut accented vowels, a very simple
thing, but one to which many teachers do not pay
sufficient attention. , Through the acquisition of
correct pronunciation may be facilitated by a comparison
with English sounds, yet scme of the
French sounds cannot be conveyed otherwise than
orally; fbr instance a, 11, which are peculiar to the
French ; and all of them must be repeated after the
maSter.
Now, how is it possible to learn the sounds (of -
rectly from the English persons (abided to in ley
first letter, or from those Frenchmen who conic
from I know not what villages of France, and
speak a sort of patois, or from the drawling and
broad accent of a Swiss, whose vowels are all long ;
or, lastly, from a German who sounds p for b, b for
for v, eh for .j, and rises the feminine gender for
the masculine, et vire-versa? For instance, instead
of
Je vats me eromener,fifalt b an c geir.
A German will say.—
Che leis me bromener, it fait pots ce soir.
Yet I have. seen Germans teaching French in
schools one might certainly as well engage Ea,'
quimaux. The student of French has a very great,
difficulty in acquiring the right pronunciation, even
with the assistance of a good master. It may
readily be imagined what is the result when they
inffertunately fall into the hands of such utterly
unqualified teachers as those mat referred to.
Sonic Englishmen who teach French treat our
language as. Greek and Latin, and will have the
trans!ation in beautiful bombastic English ! Let
me ask them if, when their pupils have gone
through Horace and Virgil in that manlier, they
are able to speak Latin ? No, it is net intended
for that. TheastUdy of dead languages is different
from that of living ones.
On dtudie nue langur° morte pour en lire les
anteros les plus carebres, et Pon apprend une
langue vivante, eon ,settlement poor eomprendre
lea grinds krivains, qui l'ont illustrCe, male aussi
pour la parler et pour F('rcrire d'apelts les regles de
sa syntaxe et d'uprils les tournures et les :formes
qui lui soot particulieres."
Some ladies think it best to act themselves as
the instructors of their children in the elementary
parts of French; .re 'retire/. from a motive of economy,
or because they think it a better system, -I know,
not, but I must certainly condemn it, for this
reason, that few have a -pronunciation good enough
for such an nude' taking ; and if a child he badly
grounded, what time and trouble for the master,
who hes to endeavour to undo what, has:been done,
and often with little success. I think this is a
matter of consideration to parents.
My remarks are not founded on theory alone,
but on practice acquired by eighteen years' experience,
and I think few competent teachers, either
of French or English, but will acknowledge their
truth. From my readers I must claim indulgence
for my English, but they may be assured that I
neither desire nor should presume to teach it.
J. C. FILLJEUL, M.C.P.
The following letter on the same subject is confirmatory
of Mr. FillieuPs remarks, and deserves
attentive consideration :—
Mr. Editor,—The insertion in the Educational
Times of the following " choice bits" would probably
benefit the English teachers of the French language.
I say English, because it cannot be necessary to caution
Frenchmen.
LE RENARD ET. LES RAISINS.
Leh Rehttakr- da lay Raizeng.
The Fox and the Grapes.
Tine renard affamii apercevant de fort
Uny rchnahr-dalfahmay alopaircehrahng deft fore
A fox hungry perceiving of very
belles grappes de raisins, qui pendaient a un
hell yrahp deli raizeng, Tee pahnyday- talc any
fine bunches of grapes, which hung at a
cep de vigne lin pea haut, sautait de touts ses
cek d' veen tiny pea ho, sotay deli toote sa y
twig of vine a little high, leapt with all his
forces pour les avoir. Quand it sit qu'il
force poor lay-zakv-wahr. Kung-teel zee heel
might for them to have. When he saw that he &e.
...: , :1, , ''"-FIRPP4%1-Mirsil, Lae :)!.::::T..•
1711 Pgsleii;m8C f'!Tidt•,()Veinli. ,,9,A4e f/IYSr.,5 ‘s,
Ung pace-zyhyg sch jarsaydery rah,y5re,,,,fIren3ry,.,,,
A , peasant caused to tell the gorigc Of :T.7 J tu
tune par nu astrologue, .qui, aprs. 91adoit c'h ititti ,
turd par till ,etstoldoi' Ter, alipri1#4nelitiiiiitithir ( 'Attlee
tune by an ast4toltatgeLoaSho, after:IiereilkiloatoaWet%
143 -r ri.:esar uti.1 :, , • s r.ILIWI:'.: 'inn
son n'4t'e.r' an Is, 16%9•Pt*: rn InfRf*oo,
sand eruzetiay, Yee d menertah sorry paerwit„
his ,h9finess,,to him, , askfd . his, •payMen,t.,
papfen para it ' sti der is:, e t r hair driteo `ta
pace-zahng pahray sterprer, in lure , dee,
countryman appeared surprised, and to him aitid, tee; '
LE PETIT 'rolaSos ET LE PEcif sUR.
Leh p'tee pa.issoay a felt vale:het:tr.
The little Fish and the Fir:lie:9(0h.
Un p(!clieur ayant prix tin tort petie ipeinsson ;
Una farce C111. (1yryhtlyprc,:-11,1(1 /Or p't f fdn44.,;1460 If ;
A fisherman having taken a very littleadfih; ,
le pntuvre animal le suppliait he le" tAjetir'
(eh parr animal Irk supplec-ay deb l'reklaWay
the poor animal him strplllicalgflto him thrOWagain
dans I'eau. Que voulez-vous faire he a TM?
dahay in. Kr)/ conic:-coo .fitire d' ntto,ah ;
in the water. What wish you to do with me '.'
Je ne suis
Jeh a' saw'
I am
point encore asaez ',tares,
preahuty-tanlrycare assay gyro,
not yet enough big,
Donnez /poi le tome; de he
deesay-tees. Dounay 2111:-oh leh tahny doh 1'
said he. Give me the time to it
devenir, et vous me repn1cherez
daireutTr, a coo wish rchpahlu ray
become, and you more will fish, rec.
The above are " morccaux ehoisis '' nut of art
elementary French grammar intended for hegira.
ners. Such is the melaracholy fact ; and although
I have only one in my, possefision. I know that
there are others equally injuraouesto the learner,
into whose Lands they are unwittingly placed by
incompetent instructors.
It was my intention tin point out mote particularly
the host of errors contained in tire volume.
now before me, but must confine reyaelf to a general
caution to English teachers against, the :baneful
effects of all attempts to written pronunciation. It
is impossible to (overrate the evil consequerices of
such charlatanism, and of the had habits engen-•
dered by it, habits which can never afterwards be -
totally eradicated.
But what is far worse, I have aetuallyrknewn au.
English master, with suet a -book in. barglaito Torrest
boys whose pronunciation was pretty accurate;
and make them pronounce the words after this
uncouth and ridiculous fashion.
I am sure that if the above passages were read
fluently—rather a difficult task, I imagine—by
Englishman, according to the given pronunciation,
no Frenchman would understand their meaning.
It is to be hoped that instructors evial not continue
to be misled by so injurious a system., but discard
at once all books in which it is preaurned to write
the pronunciation of the French language.
Yours, faithfully,
Brighton.
W. H. UNGER.
SOME ACCOUNT OF TIIE PROCEEDINGS,
AND PRACTICE OF A SELF-TAUGHT
EDUCATOR.
VII.
Me. EDITOR,--It would be wholly uninteresting
to the general reader were 1 to retrace the whole
course of events which kept my- rebel and time
engaged in practical education for a long series of
years. I had myself received the benefit of an
Edinburgh education, and my first serious efforts
were exerted in superintending the education of
my children at classes similer to those I had myself
attended. When parents have sufficient leisure,
and that turn of mind which permits them to enter
into the detail of the education of their family, I
can conceive nothing. so delightful. There are no

714#1.gWu-000i-WkEfirtilmVAT 245
separate and distinct 4Rittwhere the childre 'feicrakifielkifiNIVallie um-relearning to every
live libil study, emret'eiV4te tihMake oceasieffif nti ll i 1' irrit'irfiritiPleflie, amid also to music, amid
noUie- Lite' conseqUctice ii,"` the paielits knociv'lli ei ita '1,eopesnifiicii so 1.mlorii and civilise life
worst as well as the beat Orthreir children, add children;
do not.learn to shim theditaingsand drawings .rmedeta.1, "hut filer are other! se of little value.
lien they, stand forth as the ornaments of the solid
roosts, because -tired .of behavingasteietly, anibesity, 12ermu..r i; c.rel.t..,,,....neeS i Alk so fiNCti. the MIL.itN_q. of ati,
tirsgobolt upright until ready togfeliattmedasuPPreaN Icatien i.-.. my Mind at a very early period, and my
sing yawns arising from the weariless induced by .. (ter life Las been miceoted to it for s long a time,
,
the conversation which is never such as a child cab t rat I can Spea% with cenfidenee when I say that
cdinprehend.
'Half a century has not changed my minden ihriti
the most perffett system of education for alensalle
is that whielatvas, and is now even more thariaavien,e
after titleeb and rielinearely regres having learned;
and which -the majority.. of ttlio . midd ling ranks reel
,quire as one of the necessitiesmEtheir :position. Iii
is needless to say how many starve, or at lenst are.
'beggars, simply hecaose they were never taught the
`common domestic duties bele ngibg ,to their station.
,I believe no system if (-ducal ion for a girl sa nearly
approaches that which ll ill produce all that is good,
useful, and even accomplished, as a combination of
,:t nblic a:;.1 planate' editeation :Melt as we find in
exhibited, inhan Edinburgh education. The tetowatt Edinburgh; 'llere LIa..,,i.F g ul ari tv,_ a spirit of activity,
bination of home, and all the real advanteges of induced by-the 3Ellinbtingli sySieni of classes whiA,
school are'obit'aihed ; halt'. a fredtioe at c. and domestic i have missed everywhere else. -
feelings are chetished and nourished ; if tht girl Now, it.ikViitkiidetrf tliiillM,iltli may prevent
have a good aril as ise active mother, the dial liter end, jt.hygitl tIR,ilt:gytiut%durtyl4tve.,in the country:
can hardly fail to folleilv Tier stepS. Five.kiln amtlellatInYantbn11$0,,msy,Aleolelemeedgeettan at school
the week are given'ter learning and accottylid rieeesstiop-s If 4,patreteAlialbeetleitim to devote.to
ments ; but if there be a dinner or in eiliAirtg IlibytApitnagi4ottintzeiroli-,tts9ItpI,I,o$ domestie• midi.
party, to be given, tkg little ase well,.ae.• theepelit Italian. of hes daughtisosoehe Mast...tither have•a paldaughters
assist hi t,he p repartagunA,,„athil 4,0ff Iv, ;ta,te,.eo4,twesso'tari SIVItti lien Ai:Wren co, seller4., ,.
sibly learn those habits of self-exertieamdmioaFerd :. ilteIrtfrr'est,ae:nleny:Oelteeli ■stre, nothing .man be
meat, and household activity, which go so far to Worse time trenkg4lOretne; OM di 1 !Rust-repeat tlid kxact
make up the comfort of life. There is liilfe to dU &Job, itireA the.:oralleeteAlefitrencydI have iseen, In
on Saturday, and then comes mending in the mere thsetalt ke4-1 been Ste /girl s! who!, ha d lieen mostlyi.aud
ing, and many a Useful, homely lesSon, which tire'' iit frenie eases en tirely, itironglit up tat home:, i,:The
;eflisklna n.)of many British parents ralaist-bm sent to
eehno1,,,er:ho nearly destitute of.all- education; -and
fnialtheifilligren of, our colonists no other alters,
UatiYedeeffet4.....eTbie,iej as, regtirds them, a matter of
such importanCe, if we consider, the immense British
p ctpillai JO fiAttistlart fa ear ;colonies,. that it requires
flGabe dieerefised gilite Apart feOtat ell,. other subjects.
', Allut -tgirt-who isitatitglsofor- teo or twelve years! to
Sensible English mothers have seen that such an
improper, vulgar influence Wati thrown Over'tlali
,'ItOOeber,170ditr.311t4iiittitta powers with activity,
riatOlr Impose th chaeo Iia.losec :and t }lean in.re 'the very
virtitee44.eiblituttethseartEerglisli mothers complain
that their daughters never acquire at common
salamis. I iatiliette, it will be long before any ladiOV
40101:11 can effect all this, for the mothers who cornpia*
of schools. are, in fact, aiding the contrary
children in many English solfnolss,'Iliat ith011iq'
raised not unjostly a public call fin' rechtiOls sit1rielah3
principles shall be in accordance"witle whistrworiah
requires, and not to prodoce a. fashionable-looking;.
graceful gill, whose real value is littlE better as
wife and a mother than that of an antontstom ,-•t
do riot mean that domestic managemeritocan -lotere'
sojdecided a feature inthe.education of lgirlsiwhilis
at school as at home , but we- sliall advefite Istitittim
portant step, when we find that girls are tang: Wit
school to value. economy and household duties:1i leen.
bear the good housekeeper more praised that\ even ,
the artist and the musician. This-is what England
requires ; and reflecting English mothers will not
send their daughters now to school winced they are
taught to scorn all that ought' to form so important
a part of the duties of after Wel;
It is not only that the classes of every description
in Edinburgh are upon almost efficient system
as regards the imparting of knowledge, but there is
nothing done to weaken the feeling of the happiness
of helping. mamma at home. The spirit and
life kept up in these classes must he witnessed to
be understood. The pupil goes out daily, and with
the utmost regularity, and it is often observed that
children heretofore delicate, and carefully preserved
from ever being out of doors in rain, clarriu,'Or the
changes of atmosphere so incidental to that climate,
become, after a time, from the force of habit, hardened
to all those alterations, and their health becomes
more robust, unless there be careleeatiess regarding
clothing, and neglect of keeping the feet
perfectly dry. Storms and wintry winds (tante more
or less upon all. Woman has her fair share, and it
is cruel to nurture her bodily and mentally like MI
exotic, and then, whether beforb or after marriage,
turn her out upon the rough blasts of the world..
I quite agree with " S.," in the admirable paper on
the " Moral of Female Education" in the last number.
Both sexes were intended to "mecupy the high-
I..,
est place in creation which they- are designed and
calculated to fill," &c. &c. But their places and
offices are distinct from each other, and " S." has
uttered an important warning to mothers and
teachers when she insists upon the looking well to
the use made of the learning acquired by a girl.
The learning, which is not a preparation for fulfilling
this duties of future life, had much better never
..
• hare been acquired. .
I am quite sure "S." is tco really accomplished
•
.
ystem by :entouraging all sorts of quackery in
Illation, rapid-teaching, French in three Months,
1 nit every thing else in proportion. Those who wish
tm.kot conscientiously, and notto charge se ek terms
astherniddle classes cannot afford to pay, but who
deoask hotter pay than that of a common servant,
cannot, however:well they may understand real education,
compete with -the unprincipled and the quack.
They have no common ground on which they can
meet. Permit me-to.quote a fact. A lady having
began a 'school upon sound principles, it was asserted
by the heads of other schools in the neighbourhood
thatshe could only superintend the house,
being, in fact, wholly uneducated, a mere household
drudge. One or two pupils well-advanced previo
uSly,', it' was said, to their being placed with her,
in part removed this reproach. Next it was stated
that this lady 'would only take hoarders, and the
fact of day seholars being at bee school contradicting
tins, it was then said she could only teach little
children. It would be tiresome to enumerate what
devices were quarterly invented, or the mean arts
used for a series of years ; it is far more painful to
state that English mothers could be found in abundance
to support all this falsehood and meanness.
and to exult in getting their daughters educated
by Miss So-and-so for next ten nothing.. Sooner or
later such arts fail, they go too far e and though
mothers cannot believe that their children will deceive
and be dishonourable, if so taught by their
teachers, yet the moment they discover an overcharge
in a bill, they exclaim, "Who would have
thought it of so pious a woman V"Illen sigh and
place their child at a school five shillings a quarter
cheaper, and no holidays. Hood might have written
as touching a song about poor teachers as that of
the Shirt. But I must close my letter with the
expression not only of the hope, but of the belief I
now more than ever feel, after having met the Dean
and Secretary of the College, that brighter and
happier days are dawning, both for parents, teachers,
and children. I am, sir, your obedient servant,
A PRACTICAL SCHOOLMISTRESS.
ON FEMALE EHUCA1;1ON.
• , n.,
perusi4t4e jaat;t,w. rhoxproe numbers,
of yoar 5alniable . priper4EouWnettpeip feeling the
justice of the observatio%they con,tain on the deficiencies
of female education in Err and. Allow we,
as one wino is seeking for that light which. shall give
life to education, to express the pleasure I felt in
the conviction of the beneficial iufluence you mu*:
exert upon all those interested in the great work of
instruction, through the medium of your ably
written ' • •
The first step towards the removal of an evil. is
the knowledge of its existence; let the. instructress_
feel that hers is a higher calling than that of a ser- .
vile imitator of a (lead routine ; let her but feel this,
and Owl will not desert her in her endeavours to
form aright the minds of the young immortals committed
to her Charge. Difficulties are often more
imaginary don real; we perceive the spirit of true
teeelii,3*.shadowed as it is by the mist of bigotry
•a „a preinclice, but if encouraged practically to enforce
it, many of ms, I fear; wouldbe.apt to.exclaim
—" I have taught by routine for years, and I now
feel myself unequal to this great change." To all,
such I would repeat an observation of that great •
and good man, Pestalozzi, made to me by one of his
most celebrated teetehers--`` The greatest difficulty
•consists in knowing how to give the first lesson.''
Bet I would ask, what should deter us from attempting
to give this first lesson, when., we bear in mind,
the important influence that the successful issue of
our endeavours will exercise over education ?. Fe
male. instructors have hitherto laboured alorner ine- -
stead of supporting one other in their high and hely
mission. 'lire talent we possess may shine brighter
when shared by another; or, perchauce, in our
Search after the troth, we shal1find that, instead of
learning, we may have to unlearn :.as the mist dise .
pels and we feel we are in the right path, the words,
of Montaigne will recur to us—" Our task is to,
forge the mind, not to furnish it."
The excellent letter on Geography, by one
your correspoodents, which appeared a short time;
since, has suggested these tnoughts. I have seen;
the lessons as therein described, given not only int
Germany,.but also in Switzerland. Many a teacher,
may indeed ha,ve cause, as tire writer justly observek
to deplore the deficiencies of her own .education;
and to 'egret that she has never given a lesson its
this manner. But let not this discourage her ; a
firm, will, untiring patieoce, and perseverance,' will
produce effects which at the first view of tire difficulties
presented, sire might deem it impossible. to at-.
complish ; let us not say that a better day is coming,
but, that it has tram come.. What should deter
teacher., at the close of her day's labour, from taking
the chalk, and endeavouring to trace the outline of
her country upon the board? She may be discouraged
at first, but perseverance effects much,:
and there are excellent skeleton maps to aid her
in the trial. Having succeeded, what shall prevent
her from making her pupils reproduce it on their
slates? A plan I have tried, which. I find impresses
it still better on their minds is. to make them copy a.
map until they are able to do it perfectly, and then
to erase it from the board and slates, and let them
trace it from memory.. The rapidity possessed by
tire German teacher in delineating the features of a
country is, of course, the result of constaut practice,:
and can easily be acquired with a little patience and
perseverance.
I have seldom experienced so much real pleasure
as that which attended the perusal of Mr. Reeves's.
letter, in which he recommends the study of mathe-•
maties for ladies. I know not whether .he is aware
that there are severalladies'schools in Paris, in which
the pupils solve the problems of Euclid walla rapidity
which might shame some of the gentlemen students
of our public. schools. Moreover, it is the lesson
in which they take the greatest interest, and it is to
the visit of their mathematical master that they look
forward with the greatest impatience. Advise
ladies to learn mathematics! But let us ask, what is
education? Is it not to teach us hum, io
to think rightly and with order. Is it mercy

i
pp
246 THE EDUCATIONAL TIMES.
to store the mind with facts and images ? Not so;
the mind is essentially a creative power, which is continually
progressing onward. Let those who would
ridicule the idea of a lady learning mathematics,
bear in mind that education consists not in forcing
knowledge into the mind, but in developing,
expanding, and drawing forth that mind, which,
by an intuitive principle, implanted there by the
Almighty, co-operates with us in this great work.
It is true that woman is not inferior to man in
mental capacity, only that her mind is differently
formed; woman requires those means which education
affords us to strengthen the thinking powers.
Man, on the contrary, often needs the softening
influence of woman to complete all that is good and
noble in his nature. It is indeed lamentable to
observe in most of our ladies' schools, the valuable
time that is lost in frivolous and useless pursuits,
whilst the finest capacities are allowed to remain
dormant, because the teacher has not taken that interest
in her vocation which would lead her to
inquire, " What are the means by which I am to develope
the life committed to my care ?" But to counteract
this misdirection of the best powers of woman,
the College of Preceptors has arisen. " God never
fails those who are willing to help themselves."
The real instructress, or rather the educator, who
feels that hers will be a brighter and better reward
than money can afford, will have to contend against
the rr_uudice and narrow-minded views of parents,
who will not wait for the free development of a
child's mind, which in its nature is ever slow and
gradual ; their impatience and ignorance, as to the
order of the mind, causes them to prefer a superficial
mode of instruction. To surmount these obstacles will
require a courage, which nothing but the assurance
that hers is a higher creed could impart to her;
trustingly, but firmly, she will pursue her course,
secure in the conviction that when launched into
the world her pupils will prove a blessing to themselves,
and that the good influence she has exerted
over them will be extended to others. That which
is (lead must give way before that which has life.
Let the female teachers aid one other; they will
ever bear in mind that to know a thing, and to
know how to impart it, involve very different results.
We are yet as children in this great work,—let each
add their mite to others' experience. There is
no need to remind the instructress of the dignity
of her calling when she remembers that she is
educating mothers; for, as Rousseau has well said,
"A man is what his mother makes
Liverpool, May 15, 1848.
MARIE.
ON THE USE OF CATECHISMS.
Sia,—Will you admit a few remarks, called forth
by the valuable hints on the use and abuse of
catechisms, scattered through the letters of " A
Practical Schoolmistress ?"
Those who can in any measure appreciate the
worth of her experience, will thank her for her able
exposure of a mistaken system, which overloads the
memory, while it neither expands the intellect nor
engages the affections ; and which leaves scarcely a
trace in after life, save the habit of connecting
instruction with dulness, and religion with a weary
train of incomprehensible words.
But your excellent contributor may be congratulated
if her advocacy of a different mode of teaching
have met with no more formidable opponents than
persons of her own sex and those belonging to the
middle and lower classes. The writer heartily
wishes well to all who are striving to raise the tone
of female education, and fully believes that " our
time is often worse employed than it would be in
the study of logic ;" but the spirit of improvement
will command a wider sphere than the ladies' schoolroom
when it can remove the evil which this letter
especially commends to your attention and commiseration.
I allude to the use of abstruse catechisms in dayschools,
whence the pupils are withdrawn at
an early age to commence a life of manual labour;
and in Sunday-schools, where many of the children
have no other opportunity of acquiring even the
mechanical art of reading. The mass of words
thus presented to minds which have had no previous
training, conveys no distinct ideas, and is forgotten
nearly as soon as learned, so that, by the time the
last answer has been repeated, the weary round has
to be gone over again, occupying so much of the
time which, in such schools, can be allotted to religious
instruction, that the Word of God remains
unstudied, and, for all practical purposes, unknown.
Now, strange as it may seem, there are many
such schools in this country, and those not in the
hands of women, or uneducated men, but under
the control of graduates of universities, within
whose learned precincts we of the ignorant outer
world are apt to suppose that logic holds a prominent
station. In such schools, it is of little avail to
a female or subordinate teacher that she has by any
process " learned to think ;" her habits of reflection
and observation only rendering her more alive to
the fruitlessness of her labour, and to the levity
with which her pupils hurry over their tasks—
huddling together expressions which to her convey
the most solemn truths—the most awful warnings,
and which would reward hours of patient illusttation
and explanation.
The members of a religious body are so apt to
consider their peculiar catechism in the light of a
standard of orthodoxy, that an objection to its use
on the part of a teacher is construed into a kind
of disloyalty to the system under which he acts.
Can nothing be said or written to calm these conscientious
suspicions, and to teach the true use of a
Catechism ? May not the office of such formularies
be thus defined ?—To present the mind with the
truths already taught, in a succinct and orderly
arrangement for future use and reference.
If the managers of schools would study the best
and greatest example, they would not set religion before
infant minds in a dry,condensed form, and in an
obsolete language scarcely more intelligible to a
child than a foreign tongue. While the miracles
of our Blessed Lord addressed even the senses of
those who witnessed them, His parables engaged
the imagination, His discourses reached the understanding
and the heart. But these considerations
would lead to a wide and deep region, into which
the writer will not venture, though it were much
to be wished that the example of our Lord, as
a teacher, with especial reference to the subject of
education, were treated by some able hand.
When the dry specimens of an herbarium shall
be valued by those who have never learnt the love
of flowers in the sweet haunts where God has
planted them ;—when the plan of a rich inheritance
shall be as welcome as its possession ;_when the inventory
of a treasure is held as precious as the
treasure itself;—we may reasonably teach our
children a dry digest of religious truth before an
effort has been made to render that truth welcome
or loveable. I remain, Sir, with much respect,
T.
ON THE DUE CULTIVATION, LEGITIMATE
EXERCISE, AND RIGHT DIRECTION OF
OUR FACULTIES FOR THE FINE ARTS.
(Read by Mr. G. R. Lewis, at the third conversazione
of the College of Preceptors.)
In framing a system of education the nature of
the human mind is not always sufficiently taken
into consideration. It is universally known that it
is next to an impossibility to find two minds exactly
alike ; and yet a whole school is made to hem' to
the system that happens to be there establisutd.
Now, if the system were framed in accordance with
nature, then every faculty would have the opportunity
of being duly cultivated, and each mind would
be turned to the best possible account. All systems
should be based upon a thorough understanding of
the nature of the object for• which they ar•e intended,
or their intention will be frustrated.
It is a great disgrace to this country that it possesses
no institution for the cultivation of the faculties
for the Fine Arts. I may here be reminded
that England has a Royal Academy for that purpose.
But the Royal Academy does not pretend to afford
sound instruction in the different departments of the
Fine Arts; its educational labours, with the excep-
tion of its lectures, extend very little further than
the study of the human figure, which approaches
the end of an artist's education, instead of the commencement,
which is to be desired. We should
have a college established for this express purpose;
and a sound training of all the faculties for the
Fine Arts should be commenced at an early age, say
at eight years, so that the different sciences, the
living and dead languages, &c., should' be the
foundation of the system; and we might then expect
that every student would arrive at the highest
perfection of art according to his particular turn of
mind.
It is much to be lamented that this kingdom
should be destitute of such an institution; the more
so, as the arts are intimately interwoven with its
welfare as a manufacturing nation ; since manufactures
will be good or bad, just in proportion as
good or bad art is brought forward for their guidance
and execution. The systems of instruction in
art, under which our youth are trained, are far too
limited for the cultivation of the faculties. The
Arts ought to be considered as embracing the whole
range of natural knowledge, and not confined to so
narrow a compass as that to which the present
systems of art-instruction are limited. Intellectual
acquirements cannot be too extensive for the profession
of the Fine Arts. It is not enough that an
artist can draw and paint the human figure accurately;
that is but one point out of the hundreds in
which he should be perfected. The education of
an artist has, generally speaking, been confined to
a very small portion of the circle of the sciences ; as
though skill, handling, and dexterous brush-work,
made the complete painter ;—in a very limited
sense these qualities may make him a painter, but
not a sound or philosophical artist, which every one
who enters the profession should endeavour to become.
A trifling subject, or a trifling view of a
noble subject, is unworthy of an intellectual character,
and most assuredly artists should wish themselves
to be exalted to that dignity. .
The whole range of our• faculties for the Arts,
which may be said to include the whole mind, ought
for our profession to be highly cultivated; for though
the three primary ones—form, colour, and constructiveness—may
be considered as the foundation on
which execution by chalk or brush must be based,
nevertheless, all the other faculties should come in
for their turn of legitimate exercise, and be brought
into harmony with one another; for we may easily
believe that mischief must ensue when any one
faculty is allowed to run riot unrestrained. If
destructiveness be unduly exercised, and benevolence
in no way excited, we may be certain
that such a mind would fail in illustrating a subject
where benevolence was a striking feature; and so,
if veneration were entirely neglected in the education
of the painter, it could not be expected that
he would be successful if called upon to paint "The
Transfiguration," "The Last Supper," "The Last
Judgment," &c.; for that which a person has not,
cannot be expected from him. Therefore, all the
faculties proper to man should be soundly exercised
and rightly directed, in order to the attainment of
the power of true and consistent design. Anything
short of the harmony and activity of the whole of
the faculties will be sure to end in confusion, producing
absurdities, inconsistencies, and all sorts of
anomalies. The sister Arts, then, should no longer
be considered in so unintellectual a light by the nation
as they are at present.
Our neighbours the Germans and the French have
carried artistic instruction to a much greater extent
than we have, though they have not established
systems of education which are sufficiently based,
upon true principles; but the results of their labours
in the cultivation of the faculties for the Arts, as regards
design, are enough to convince any one that
heir legislators have paid much more attention to
the subject than the legislators of this country. We
trust that our rulers and the heads of education will
soon see the necessity of devising proper means for
carrying into effect a system of art-instruction,
based upon a thorough knowledge of the human
mind, so that the greatest amount of artistical talent
may be produced. We should then have our

painters, sculptors, and architects raised to the
highest point of intellectual originality, freed from
that mass of inconsistent and incongruous qualities
which are continually being produced by our uncultivated
and wrongly-directed faculties.
The nation, then, should found a college, and appoint
professors of the various sciences, for the above
object; that is, duly to cultivate the faculties of those
of our youth who possess peculiar aptitude for the
Fine Arts, and to teach so much of the sciences as
is necessary for perfecting that aptitude. The result
of such a system of art-education would be, to
place every artist in that path and calling for which
his peculiar organisation, when duly cultivated,
might fit him. Thus, no faculty or power of mind
for Art would be lost; but, on the contrary, each
would be brought into the highest possible state of
harmony and activity, and, consequently, a greater
amount of happiness would be enjoyed by each individual,
every one labouring in his own vineyard,
which would ever be affording endless pleasure, the
plant, the soil, and the atmosphere being equally
helpmates to one another.
( To be continued.)
THE DEATH OF LEONTIUS PILATUS.
Upon the sea, a lonely bark ;
Above, the lightning's glare ;
Around, the night-clouds gather dark,
And gallant men despair.
The storm lifts high the angry wave :
The elemental strife
Deep cleaves the surge, that, as a grave,
Yawns wide for human life.
Hark ! how the thunder peals its voice ;
The troubled billows boom ;
And monsters of the brine rejoice,
And sport amid the gloom.
The screaming sea-bird seeks the rock,
Where chafes the boiling deep ;
And with its wailings seems to mock
The voice of those who weep.
Yet dauntless on the deck there stands
A solitary man,
Who, with uplifted eyes and hands,
That wild scene seems to scan.
No dread hath he : his thoughts soar high,
And dream of wondrous things ;
And speed their course athwart the sky,
On inspiration's wings.
His matted locks float on the gale;
With joy his visage glows;
Joy on that visage, worn and pale,
Like fire on Etna's snows.
Hark the dread sound that rends the clouds!
Behold yon awful flash,
That flits adown the smoking shrouds,
While mast and sail-yards crash.
Tis o'er ! and, lifeless on the deck,
Consumed by fire of Heaven,
Pilatus lies, amid the wreck
Wrought by the red-winged levin :
Meet death for him, whose ardent mind
Despised`all earthly things ;
And in the cloisters' cell could find
A fame denied to kings.
Yes! while the student loves to scan
The lore of Grecian sage,
Or bardic lay, that wondrous man
Lives on from age to age :
The deep sea cover'd o'er the form
That slumbers far below ;
But, like a light above the storm,
Behold we still his glow.
Torquay, Devon, June 8, 1848. J. A. W.
[The student of the history of literature is aware
that to two Calabrian monks of Greek origin—
Barlaam and Leontius Pilatus—we are indebted
for the revival of their noble language in the fourteenth
century, under the patronage of Petrarch and
Boccacio, who t hemselves both became students of
Homer, although the former was then about fifty
years of age. In 1360, Boccacio met Leontius
Pilatus at Venice, on his way from Greece to Avig.
THE EDUCATIONAL TIMES.
non, and persuaded him to establish himself at Florence.
His appearance and manners were rude,
his beard long and neglected, and his dark hair
hung down in matted locks; but his mind was an
inexhaustible storehouse of all the ancient treasures
of his native tongue. In 1364 he revisited Greece,
in search of MSS., but finding the country in a
distracted state, he soon afterwards embarked again
for Italy. On his voyage, the vessel in which he
had taken his passage encountered a tremendous
storm. Pilatus kept on deck, probably admiring the
savage grandeur of the scene; and, as he clung to
a mast, was struck by lightning, and thus perished,
in the expressive words of Sismondi,—Consumd par
le feu celeste.*
It has often occurred to the writer of the foregoing
lines that the death of Pilatus—or rather his
appearance just as the lightning was descending on
the mast—would be a subject worthy the attention
of some eminent painter, and a fitting decoration
for one of our seats of learning, when depicted on
the canvas. Intellectual champions, who have battled
against the world's ignorance, deserve their
place in the House of Fame no less than those who,
even in the best cause, have wielded the sword of
victory.]
A SKETCH OF THE HISTORY OF NATIONAL
EDUCATION IN FRANCE.
(TRANSLATED FROM THE FRENCH.)
For a long period the friends of virtue were
grieved to see the education of the most numerous
class ofsociety abandoned to a neglect which formed an
ever-increasing contrast with the general progress of
civilisation. With sadness they asked themselves
why the most noble attributes of humanity were
thus left without cultivation among millions of sentient
and intelligent beings, who, being deprived of
fortune's favours, have only the more need of the
consolations of virtue, and of the resources with
which an education appropriate to their wants would
furnish them. It was with regret they considered
that the first cause of the vices which too often
corrupt and degrade a portion of our fellow creatures
proceeds from the neglected state in which
their childhood is left ; they conceived the legitimate
hope of obtaining, by a more careful and extendededucation
of that part of society which, unfortunately,
cannot procure it for itself, a more
fruitful development of all kinds of industry and,
what is still more important, a sensible amelioration
in their manners.
Towards the end of the last century, these sentiments
and views excited an almost universal emulation
throughout Europe. Some men distinguished
for their learning, and at the same time animated
by that pure and generous zeal which allies itself so
well with true learning, undertook to make known
and put in practice the proper methods of imparting
suitable instruction to the children who attended the
common schools. In some countries the governments
seconded these laudable efforts with interest,
sometimes even with warmth. Elsewhere voluntary
associations were seen to assume this touching
and honourable mission, or even private persons and
large landed proprietors realised around them the
good proposed, and devoted to it their fortune and
their cares.
If France, who, by her writers, perhaps gave the
first hint, who, by the rank she occupies amongst
enlightened nations, as much as by her central
situation, seemed called upon to give the example—
if France did not so promptly participate in this
general movement, it was because, during this interval,
she was by turns engaged in internal revolutions,
or absorbed by the efforts of an entirely
military existence, or distracted by the brilliancy of
her successes; or, lastly, dejected by her misfortunes;
and also because, owing to the instability
* An account of Pilatus will be found in Gibbon's " Decline
and Fall," chap. lxvi. The conclusion of that account is characteristic
of the sneering and ironical style of the great historian
:—" The humane Petrarch dropt a tear on his disaster;
but he was most anxious to learn whether seine copy of
Euripides or Sophocles might not be saved from the hands of
t he mariners."—En.
of our institutions, the successive governments
were not able to give sufficient attention to an 'improvement
which requires long efforts.*
But when the Treaty of Paris (May 30, 1814)
had re-established the communications, so long interrupted,
between France and England, some
French philanthropists visited the latter country,
and made observations upon the results obtained
there in the public schools established on the
monitorial principle, and with rules of discipline
eminently calculated to form all virtuous habits.
Having returned to France, MM. de Laroche.
foucault-Liancourt and Benjamin Delessert spoke
with admiration of these schools, and, at their request,
M. Jomard, who had just received a mission
to England, wrote upon his tablets the memoran-
dum :— Visit the schools without masters. M. le
Comte de la Chatre, ambassador from France to
England, wrote about them to M. the Abbe de
Montesquieu, then Minister of the Interior; and
the Secretary-General of that department, M. Ciuizot,
who afterwards became Minister of Public Instruction.
paid great attention to them.
At the same time, MM. Alexandre Delaborde,
Comte de Lasteyrie, Baron Say, the Abbe Gaultier,
and others, being at London, entered into com.
munication with the society formed in that city for
British schools, and received from it precise information
respecting the employment of the new
method, the details of which, on their return, they
made known to their friends and the public.}
On the other hand, some members of the same
English society came to Paris, bringing these benevolent
designs with them, and offering the generous
concurrence of their efforts. On the 2nd of
February, 1815, Joseph Fox, 'Secretary to the British
and Foreign School Society, wrote to the Abbe
de Montesquiou, begging him " to take under his
immediate protection a system of education so
simple in its method, and so fruitful in happy results."
Lastly, M. Martin, the professor, who was
employed to direct the first schools formed in Paris
on Lancaster's method, soon conveyed to France all
the instructions which could be expected from the
most enlightened practice and the purest zeal.
At that time several benevolent persons formed
themselves into a society at Paris, and conceived
the idea of combining their efforts for the purpose
of collecting and disseminating the information necessary
to procure for the lower class of people that
kind of intellectual and moral education moat appropriate
to their wants.
On the 15th of March, 1815, M. .the Baron de
Gerando announced to the Society for the Encouragement
of National Industry, that he had just
formed in Paris an association, having for its object
the diffusion throughout Fiance of Lancaster's
method of instruction, which was so successfully
practised in England, and which appeared calculated
to have the greatest influent e on the progress
of science and art. Upon the proposal of M. le.
Comte de Chaptal, the council empowered a special
committee, composed of M.M. de Gerando, de
Lasteyrie, and Duparc de Nemours, to inquire in
what manner the society could coutiebute to the
propagation of this method, and to communicate
with the finance committee in order to present to
it their views on the subject.
Notwithstanding the political events which were
taking place at this period, notwithstanding the revolution
of the hundred days, the committee occupied
itself exclusively with the mission confided to
* Report of M. the Baron de Gerando, dated June 17, 1815.
In this historical article we have scrupulously endeavoured
to ascertain the motives which guided M. de Gerando and
his worthy fellow-labourers in the great work which they
undertook, and have brought to a conclusion with such rare
perseverance; and, accordingly, we have made a point of
quoting the words of these excellent men verbatim. The
only means of rendering them real justice will be to represent
their intentions faithfully.
as. Is Comte Delaborde published, in October, 1614, his
plan of education for poor children, founded upon the methods
of Bell and Lancaster ; M. de Lasteyrie, almost at the same
time, produced his new system of education for primary
schools, which has been adopted in every part of the world.
M. de Laroche-foucault-Liancourt caused a translation Of
Mr. Lancaster's work to be printed.

248 THE EbtaA
it,. for at the next meeting, on the 29th of March,
1815, M. the Baron de Genindo, in the name of the
committee, made a remarkable report, in consequence
of which it was, on his proposition, resolved :—let.
That a deputation from the Society of Encouragement
should be sent to the Minister of the Interior,
to submit to him its wish es relative to the adoption
of the plans necessary to regenerate primary instruction
in France. 2nd. That. should the government
authorise the formation of a veluntary society to
assist in the propagation of these plans, the society
would at once snbscribe 1,200 francs to its funds.
In making these proposals and some others which
were adopted at the came meeting, M. de Gerund()
was well aware that the society of encouragement
was the only free and voluntary association which
at that time included the whole of France in its
views; and united all the elements necessary for the
interests of thepublic good ; that that society had
already a formed estah'ishment, authorised by the
government, and that it thus offered a centre necessary
for the foundation of a new institution.
He well knew that, indepe ideetly of all direct
Concurrence, the society could lend a generous assistance
to a regeneration so eminently useful.
There, in fact, the subscriptious might be received,
the members might meet in its building, its patine
notices could announce the design of the new
institution; and, on the other hand, the constant
communication which this society had with the
authorities, might obtain front the government
some favour for the infant society, and its approbation
would recommend it to public opinion. But
the Baron de Gemini() knew also that this important
regeneration could obtain suitable success' only by
the direct support of the administrative authorities,
that.to them belonged the right of judging, deciding,
ordaining, and acting; in short, he was perfectly
aware that it was [rem the government all those
institutions must proceed which he was endeavouring
to create, and which are so intimately connected
with public order.
Such were the considerations that bad induced
M. de Gerando to call for a demonstration from the
society of encouragement in favour of the new
foundation ; and accordingly, as soon as the resolution
was adopted, the managers of the society,
amongst whom we naturally find M. de Gerando, as
author of the proposal and member of the committee;
the managers, we say, entered into communication
with M. Carnot, who had just received
the portfolio of the, Interior from Napoleon.
Such a proposal, made at such a time, was a
political measure of too elevated an order, and would
act on public opinion in too favourable a manner,
not to be received with eagerness by the learned
and philanthropic minister to whom it was addressed.
He applied himself with zeal to the realisation
of this design, and on the 20th of April,
1815, in a council of the ministers, made a'report to
the Emperor, in order to attract his attention to a
measure, which " might bedome the source of benefits,
both extensive and durable, for the entire
population of France."
In consequence of this very interesting report on
primary education,•Napoleon made a decree on the
27th April, 1815.
The committee formed by the minister of the
interior to carry into effect the articles of this decree,
was nominated by. an order on the 16th of
May, 1815. MM. de Gerando, Al. Delaborde, the
Abbe Gaultier, the Count de Lasteyrie, and M.
Jomard, were - the first members of the committee,
of which the minister himself was president.
MM. de Gerando and Al. Delaborde were named
secretaries. Subsequently MM. Frederic Cuvier,
Choron; and Martin were added to this committee.
Numerous resolutions were adopted by the Minister
Carnot, according to the advice of the committee,
which met every Tuesday from eight to ten o'clock
in the evening, at the office of the Minister. The
principles of teaching were fixed. Lancaster's
method was adopted. • A place was chosen for the
instruction of twenty children, destined to serve a
monitors or tetchers in an experimental school, th
direction of which was confided to M. Martin, wh )
1(13 .31-3'1
TIONAL TIMES.
was summoned from London for that purpose. The
church of the College of Lisieux, in Rime Saint Jean
ede Beauvais, was to be prepared as the permanent.
saltation of the school, in which from three to four
hundred pupils were to be admitted.
The limits. of this notice will not permit us to
analyse all the measures adopted by the Minister
on the advice of the council of primary instruction
established to assist him. We cannot detail the
important part which MM. de Gerando, Jomard,
and their collsagnes took in these labours ; it is
sufficient to say that from the 16th of May, the date
of the first meeting. 'of the council, until the 5th of
July, that is, in the space of seven weeks, the
system of mutual instruction had taken root in the
soil of France.
- Favour from the authorities, so much desired by
M. de Gerando, was obtained; but it was still necessary,
as be told the Society of Encouragement,
to have the concurrence of his fellow citizens as
well as that of the State. Already, on the 16th of
May, M. Alexandre Delaborde had explained to the
setter:II -assembly of the Society of Encouragement
the advantages obtained in England from the primary
schools established on the method of Bell and
Lineaster ; lie showed clearly the end towards whiCh
all the efforts of the new society must tend; " already,''
added he, " this. society has found in the
minister of the interior the enlightened protection
of a learned man' and a friend of humanity'; and
on the proposition of this magistrate, his Majesty
the Emperor has issued a decree. But still it must
not be concealed that whatever interest government§
take in establishments of this kind, they are
always conducted with less economy, perseverance,
and excellence, than wnen they arc confided to
the cares of private persons. He then announced
that as soon as a sufficient number of persons had
subscribed, a general meeting of the new society
would he summoned, in order to proceed to rote by
ballot for time nomination of the president and
members of the committee, and to regulate the
forms of the society.
This condition was soon fulfilled, for, on the
17th of June, the members of Cornett's committee
scattered round them a numerous concourse of
friends, animated by the desire of forming a centre
of action for giving to public opinion the impulse
necessary for the realization of the newly-begun
work ; and there, under the presidence of M. de
Gerando, Jomard, the Count de Lasteyrie, Al.
Delaborde, the Abbii Gaultier, J. P. Say, Delessert,
Lorochefoecault-LiancOurt, de Broglie, Doudeau-
ville,•Sismondi, Leberuf, Ampere, &c., adopted
the rules which founded that society for elementary
instruction which has done so much goOd, which
has prevented so much evil, to which M. de Gerando
remained faithful till his last breath, and which has
reckoned among its members all the illustrious
names of France and foreign countries.
While the society of elementary instruction
and Carnes committee continued together their
labours for realising thedesign which. had called
them into existence, the political horizon changed
to gloom ; at one of the sittings of the latter committee,
in the midst of a discussion entirely relating
to education, Alexandre Delaborde, who was not at
the meeting, entered the hall where it was held,
and whispered a few words to Carnot, who had
never devolved the care of presiding at the committee
to another. After the departure of Delaborde,
the discussion was resumed; when it termiinated,
Carnot stated that an important circumstance
would oblige him to leave them. This important
circumstance was the disaster of Waterloo, which
Delaborde had come to announce to Carnot, and
which the latter had heard with such stoical firmness
that the members of the committee only
learnt the fatal news the next morning.
On the 8th of July, 1815, Louis XVIII. entered
Paris, in the train of foreign armies. On the 13th
of the same month, M. Grille, principal of the
Department of the Fine Arts, whO had contributed
with all his power to the execution of the measures
adopted by Carnot'S committee, gave an account to
the new minister of what had been done relative
to primary instruction, and begged hint to make
knot. () his intentions "concerning an institution
which has no political views, which is entirely
philanthropic. and which, if well-directed, can have
tioneinit goild effects."
The committee was not formed again ; but, fortunately,
its members had called to their assistance
the strength of the country in instituting the
society for elementary instruction ; and it was upon
that that they concentrated their efforts for continuing
the work so happily commenced.
It was while NI. de Gerando ofOupied the President's
chair of this society that we find hinson the
2nd of November, 1815, reading' AFtmeount of the
measures to he taken either for preparing young
teachers, or for initiating the heads of establish.
tnents already existing, in the true principles of the
method which the society of elementary instruction
propagated with so much ardour. Ile thus laid the -
foundation of that first normal school which has,
furnished masters to France and other countries,
and which, still offers to its nemerous pupils the
true type of mutual instruction, improved by
twenty-seven years' experience.
If the restoration caused the disappearance of the
minister Carnot front the direction of affairs, it had
restored to the Prefecture of the Seine Chabrol, an
enlightened administrator, who, from the first, had
closely followed the labours of Carnot's committee,
and who, notwithstanding the want of general
measures, which he was not commissioned to take
became an ardent propagator of the new schools
in the department of the Seine ; under his presithence
was formed, with the authority of the
minister Vtiublanc, a council of primary instruction,
composed of eleven members, to enact the
necessary measures for extending the benefit of
gratuitous instruction to all poor families residing
within the limits of the Prefecture of the Seine.
M. the Gerando was one of these members, and,
until the end of June, 1832, lie constantly sat in
the council, and encouraged it with his indefatigable
activity, and his enlightened co-operation.
Our space will not permit us to follow M. de
Gerando in all his labours in the society for
elementary instruction, and in the Chalsrol Committee.
We shall not recapitulate the reports
which he made every year, from 1816 until 1832,
during which period he was constantly called upon
to discharge the honourable functions of general
secretary; we shall merely remark, that in all
these reports, made in the society's name, even
in those he delivered at a time when violent persecutions
were raised against the new schools, we
find the impress of a moderation which never fails,
arising either from the purity of the intentions
which animated the members of this association,
rendering them insensible to such undeserved hostility,
or from the fact that they justly disdained to
descend to make an apology which was not necessary.
Neither shall tve recapitulate the different
proposals which he made to the society of elementary
instruction; relatingeither to the choice and preparation
of, books, or to the teaching of grammar ;nor
his views on schools for adults and servants, on advice
to be given to pupils on leaving school, on the
superintendence which children require in the interval
between the classes ; we shall merely repeat
the following true words of his worthy emulator
and friend, M. Jomard. " M, the G'erando," said
he, " exercises' among us, with great success, the
honourable initiative of all improvements in primary
instruction."
THE FRENCH ACADEMY.—It is asserted, says the
National, that the French Academy has felt that
111. de Chateaubriand's seat could full to the lot of
one man only, and that it has resolved spontaneously
to elect the illustrious Beranger.
THE GRESHAM PROFESSORSHIP OF GEOMETRY.
—This post being now vacant, by the death of Dr.
Birch, the Common Council have resolved that it
shall be a condition annexed to the appointment of
his successor, that he shall, if required, deliver his
lectures in the evening, and in such other manner
as may be calculated to render them more popular
and useful.

REVIEWS.
IsttitOntscrroir ZooLoGy, for: Abe use of
Sehools: BY Robert Patterson,N'ice-Presi-
'dent of the Natural History aria Philosophical
Society of Belfast. London: Simms
And McIntyre.
INYERTEBRATE AND VERTRARATE ANIMUS.
(Two large sheets of figures arranged according
to the classification adopted in the
above work.) London : Simms and McIntyre.
The stacly of natural history,.and particularly'
of zoology, is one in which the young
usually take great pleasure, and it is especially
adapted to their mental powers, requiring, at
leak in its popular and elementary form, the.
exercise chiefly of those faculties which are
soonest developed, and which are peculiarly
active in youth ; those, namely, of ob—
servation and perception. The Objects with
which natural history has to do are not intellectual
abstractions, such as forni the basis of
mathematics or language, which cannot be
fully comprehended except by the exercise of
a degree of mental power that is rarely found
• in ,early life; they appeal directly to the
senses, for which they have so great and
varied a charm, that few things afford more
amusement to the young, or excite in them
a higher degree of interest.
Now, if -we would cultivate the mind of
children with success, we must attend to the
indications of nature, and take them for our
guides. The attempt to proceed on any other
plan will inevitably involve us in the most
serious mistakes, resulting not merely in the
loss of our time and labour, but probably in
the weakening and perversion of the faculties
which it is our object to strengthen and direct.
One '-important point to be considered by the
educator is, what kind of studies are especially
adapted to children at various ages ; so that
there may be a fitness between the pupil and
his tasks, rendering the performance of those
tasks both pleasurable and profitable. But,
through neglect of this, it too often happens
that children are treated as the Israelites were
by their taskmasters in Egypt,—they are required
" to make bricks without straw." Thus
we frequently find them engaged in studies
requiring the exercise of considerable powers
of abstract reasoning, at a time when they are
quite destitute of such qualities ; while the
faculties which are most active in them are
suffered to deteriorate and grow feeble, for
want of appropriate objects for their energy.
It would be difficult to over-estimate the injury
thus inflicted upon society from the misdirection
of the time and faculties of its younger
members, arising from neglect of the teachings
and warnings of nature—an injury not
in any degree compensated for by the greater
development of the reasoning powers which
are so injudiciously attempted to be forced
into precocious maturity ; on the contrary,
those powers suffer equally, though front an
opposite cause, with the faculties which are
neglected and uncultivated.
It is, therefore, WirfiiiniFir 'pleasure that we
observe the tendency that has been manifeSted
for some years past to provide means for the
instruction of the young in natural history, of
a more systematic and accurate kind than
THE EDUCATI 1N ' T„, .
2,49:
Alelt IMM ■•=.11/ MNIMIVIII.1•1111111.11•11,1* ARM Ma.
ing of the mind in habits of accurate generalisation
and classification, and of thereby accustoming-it
to minute comparison'and careful
.discrimination.'
But,''apart altogether from the uses of the
study of natural history as a mental disciplines-the
knowledge which it imparts is of the
most delightful' kind, and indispensable to
enable us fully to enjoy the charms of nature,
or to appreciate the beauties of literature and
art. How many lessons in the great,book of
nature are presented to, us, which we wholly
overlook, or are unable to comprehend, for
want of that amount of knowledge which is
requisite to qualify us to make use of them
aright ; and how many'allusions and descriptions
occur in the writings of the classic
authors of ancient and Modern times, which
would call up in a duly prepared mind long
trains of pleasing and instructive thoughts, but
which, in most cases, are only vaguely comprehended
by the reader ; and thus, instead of
being ornaments and illustrations to the
author's main subject, as he intended them,
and they are really adapted to be, they obscure
his meaning, and prevent its reaching, in
its integrity, the understandings of his readers.
The work before its is admirably adapted to
teach the interesting subject to which it relates
in such a manner as to develop all its
uses, and to keep up the pleasure which the
young naturally derive from it. It is at the
sante time popular and scientific, combining
the charm which lively and striking accounts
of the habits of animals always possess, with
the graver and more intellectual features of
strict classsfication, and anatomical analysis.
The author, moreover, has not failed to point
out how important an aid is afforded by the
study of zoology towards the understanding
of other subjects, and has frequently illustrated
his remarks by quotations from our most
admired authors; he is careful to expose
popular errors and prejudices respecting many
animals, and has, in fine, produced a book
which is in every respect calculated to effect
much good, and to promote extensively the
more profound and systematic pursuit of
natural history. Its use will by no means be
limited " to schools ;" the adult who may desire
to commence the study of zoology, could
choose no better book to initiate him into the
elements of the subject; and being arranged
according to Cuvier's system, it presents an
abridged but complete view of' the whole
animal creation, beginning with the lowest in
the scale, and gradually ascending up to the
highest.
The following extracts will show, better
than any description of ours, some of the leading
characteristics of the work :—
" I have aimed at conveying correct ideas of the
peculiarities of structure by which the principal
divisions of the animal kingdom are distinguished,
and of the habits, economy, and rises of one or
more of the most common native species belonging
to each of these groups. Foreign species are
occasionally mentioned in connection with their
respective classes, but the home produce ' forms
the staple commodity.
" The exercise of memory involved in the repetition
of scientific names, or in the recital of anecdotes
respecting the animals of the arctic or tropical
regions, is comparatively of little importance. The
great object should be to bring natural-history
knowledge home to the personal experience of the
pupil. To teach him to observe, to classify his
observations, and to reason upon them; and thus
to invest with interest the commeni OBJECTS which
objects made lay the pupils themselves,, would, •
undrtii
-gMdpice of a judicious teacher,, be of
great rattle tilis species of mental culture,. and
the much-pri zed ornaments of tire
school tooth;"'-Prct+rc.
•
. •
" rf is obvious that. StrUCtUre must, form the basis
of claSsilication. And, in the present state:of our
knoWledge, it Is no less ohm ions that arrangements,
based On the structure of, one particular organ, or
one Series of organs, to the exclusion of others,
world be inconiplete, and lead to error. All organs
niust be considered, and internal as well as external
structure must he examined, before any true sys..
tematie• arrangement can be attained:, and this
Will bo complete exactly in proportion to the extent ,
and the accuracy of our knowledge.. The great
object:1s to arrange animals in Such 'a way as to
exhibit their trim afflnitie, to each other, and to
embody, with:regard to each group, the most cornprehensiYe
truths regarding them \Ilia' the conjoined
labours of eminent men hare as et elicited."
The traveller who passes the line of deMarcation.
.which separates two adjacent kingdoMs, does not at
once perceive any obvious chat:gm in their physical.
features, or their natural productions, hoz see anything
in the manners or customs of tire inhabitants
I to tell him, that he has en tgred a new realm. Such
is the case with the natuithlist who has been an
observer of the radiate animals, and enters the
dominions of the articulated. The leeches and
worms, among which he has come,I present very
rmich the same aspect as the vermiform or wormshaped
Echinodermata, from which he has parted.
Why,' he asks, ` should they be thus divided ?'
" The question is best answered by an examination
of the internal structure. A difference in the
nervous system is at once apparent. ' It is no
longer arranged on the radiate type, but presents
the brain in the form of a ring surrounding the
throat ; a double nervous thread extends along the
body at its lowest side, united at certain distances
by .double `ganglions,' as these nervous masses are
termed, from which are given off the nerves that
proceed to the extremities."—p. 57.
"Perhaps in these countries no individual of the
order (insects) is so well known as the housecricket,
which common belief regards as foretelling
cheerfulness acrd plenty. The more just exposition
would be, that as crickets revel on the yeast, the
crumbs, the milk, the gravy, and all the waste and
reftise of a fireside, their presence does not prognosticate
that plenty is to come, but that it already
exists. In like manner, when they gnaw holes in
clothes Which are drying at the fire, the naturalist
would say that the action is not done, as is commonly
said, because Of injuries they have received, but simply
because the moisture which the clothes contain
is gratifying to their thirsty palates.
'" Shakespeare, Milton, and many other poets have
noticed the chirp of the cricket on the hearth,' but
none have offered to it a more graceful tribute titan
Cowper :—
"'Thou surpassest, happier far,
• floppiest grasshoppers that ' re;
Theirs is but a summer'S song,
Thine endures the winter long,
lthimpaied, and shrill and clear
Molndy throughout the year.'"*—p. 113.
"The gall-flies (Cynipid(!e) are those which puncture
plants, and in the wound thus made insert one
of their eg,gs, along with an irritating fluid, the action
of which upon the plant produces tumours, or
galls of various sizes, shapes, and colours. That
found on the wild rose, and called the beguar, or
bedeguar, of the rose, is well known. The galls
which come to us front the Levant, and which are of
so much importance for the manufacture of writing
ink and of black dyes. are about the size of a boy's
marble, and each eantains only one inhabitant;
others support a number of individuals. Mr. Westwood
procured so large a number as 1,100 from one
large gall found at the root of an oak.
those which had previously existed ; for,
though chiefly addressed to the perceptive
faculties, such instruction should yet be made
* Hers we may 11017k, that WO (10 not see the "grasshopper"
in the index to the tit,t part, oar any account of it in the
the medium of gradually awakening and
body of the boot-. In p. ale the I le.ada, which is commonly
exercising the higher powers ; and, in fact,
supposed to be the same as the grasshopper, is mentioned, but
affords admirable opportunities for the train- 1
the figure given of it shows ;hat it is a very different creature
IC sees around him. Small collections of natural
• front that poptilgrl) knomn '1m,rasshe IP ) or •

250 THE EDUCATIONAL TIMES.
"The celebrated Dead Sea apples, described by
Strabo, the existence of which was denied by some
authors, have recently had their true nature ascertained.
They are galls, not fruit, of a dark reddishpurple
colour, and about the shape and size of small
figs. The inside is full of a snuff-coloured spongy
substance, crumbling into dust when crushed; and
this furnishes the guides with an opportunity of
playing 'tricks upon travellers.' "The Arabs,' says
Mr. Elliott, 'told us to bite it, and laughed when
they saw our mouths full of dry dust.' Moore has
very felicitously referred, in his 'Lalla Rookh,' to
those
" Dead Sea fruits that tempt the eye,
But turn to ashes on the lips.' "—p. 120.
As an instance of the practical lessons with
which the book abounds, the following may
be cited :—
" The supply of food involves a question of much
importance to the farmer ; namely, whether rooks
do him most good or most evil ? The
opinion of those who have most attentively weighed
the evidence on both sides is, that the continual
benefit which rooks confer by the destruction of
snails, worms, and insects in their general state,
far more than compensates for the occasional injury
they inflict. It is needful at seed-time to guard the
newly-sown grain, and the potato sets' against
their depredations ; that being done, offer them no
molestation. There are numerous insects that, in
the caterpillar state, eat away the roots of grain or
grass crops, while others in different stages make
their attacks above ground, and at a late season.
The larva: of the cock-chafer, of the click beetles,
and of the harry-longlegs, are all underground
feeders; and sometimes when rooks pull up grass,
and scatter it about, its roots have been already
destroyed by the unseen devastators for which the
birds are searching, A gentleman,' says Mr.
Jesse, ' once showed me a field which had all the
appearance of being scorched as if by a burning
sun in dry hot weather. The turf peeled from the
ground as if it had been cut with a turfing-spade,
and we then discovered that the roots of the grass
had been eaten away by the larvae of the cockchafer,
which were found in countless numbers at
various depths in the soil.' The rooks, which evince
remarkable quickness in detecting such spots, were
in reality benefactors, not destroyers. Numerous
other examples of a similar kind might he brought
forward. To these might be added others no less
instructive, in which the rooks in certain districts
having been extirpated, so great an increase of the
insect enemies of the agricuturist took place, that
the crops, for two or three successive seasons, were
utterly destroyed, and the farmers obliged, at some
trouble and expense, to reinstate the rooks in order
to save their crops."—p. 355.
Here, however, our limits warn us to leave
off, although hundreds of interesting passages
invite quotation.
We must not omit to mention that the work
is profusely illustrated with upwards of three
hundred engravings, most of which are admirably
executed, being the same as are employed
in the Cours Elementaire de Zoologie
of M. Milne Edwards : the two sheets mentioned
at the head of' this notice contain a selection
from these engravings, with a few new
ones, and will be useful in the school-room or
study, as a means of presenting to the eye an
epitome of the contents of the volume.*
Each of the two parts into which the work
is divided—the first comprising the invertebrata,
the second the vertebrate, and which
may, we believe, be had separately—is furnished
with a full table of contents and alphabetical
index ; and the volume concludes with
a very useful glossary, containing the names
* It strikes us that the chief, if not only, defect in the
book is the want of distinctness in the references to the
Various parts of the engraved figures, and in some instances
the entire absence or insufficiency of those references.
of the sub-kingdoms, classes, and orders, and
the scientific terms occurring in the work.
In fine, we heartily recommend this most
excellent work to all teachers who feel the
necessity of including its subject in their
course of instruction, and consider that Mr.
Patterson has by its production conferred a
great service upon the cause of educational
improvement.
A GUIDE TO THE SCIENTIFIC KNOWLEDGE OF
THINGS FAMILIAR. By the Rev. Dr. Brewer,
Trinity Hall, Cambridge, Head Master of King's
College School, Norwich. (Second Edition.)
London : Jarrold and Sons, St. Paul's Churchyard.
It is impossible to dip into this charming little
volume, open it at whatever part we may, without
feeling a most encouraging assurance of the progress
that is being made in bringing scientific
knowledge, or at least its aim and scope, within the
cognizance of the general reader. Every page is
calculated to rivet the attention even of the most
thoughtless, and must contribute to swell the number
of partisans of useful knowledge, and to add
recruits to the powerful army which is now being
systematically organised for the warfare against
ignorance and prejudice.
The success of such a work must depend less
upon its subject-matter than upon its being adapted
to the feelings and even the prejudices of those to
whom it is addressed.. It is addressed to those,
whether young or old, whose reasoning powers
have not been trained by a preparatory course of
mathematical instruction, or whose prejudices have
not been worn away by the polishing process of
philosophical investigation. The great fault in a
majority of elementary educational books, especially
of the mathematical and physical kind, is that they
pre-suppose that mental cultivation in the minds of
pupils which it is their especial province to impart.
From such an error the subject of the present notice
is entirely free, the pupil being made to feel thoroughly
at home with the subjects taught, as ..they
are such as have in some degree occupied his mind
either from its infancy, or in the every-day phenomena
that thrust themselves before his notice so
frequently as to have become familiar; but the interest
which has been destroyed or impaired by this
familiarity is thoroughly revived when the phenomena
are shown to have the relation to one
another of cause and effect, or, in other words,
when they become the subjects of scientific investigation.
The work of Dr. Brewer consists of a
series of questions, with their answers--a form
which is unobjectionable when the object is not to
give a set treatise upon scientific subjects, but
merely, as in the present case, to excite an interest
in them which may induce the reader to follow up
the investigation by the perusal of more serious
and systematic treatises, or at least to set such a
value upon these subjects as may ensure his attention
whenever an occasion presents itself.
The following extract from among a vast number,
shows how science may be made to bear upon
domestic matters :—
" Q. Why should the flues (connected with
Arnott's stoves, &c.), be always blackened with
black lead ?
"A. In order that the heat of the flue may be
more readily diffused throughout the room. Black
lead radiates more freely than any other known
substance.
"Q. Why does a polished metal tea-pot make
better tea than a black earthen one ?
"A. As polished metal is a very bad radiator of
heat, it keeps the water hot much longer; and the
hotter the water is the better it draws ' the tea.
" Q. Why will not a dull black tea-pot make
good tea ?
"A. Because the heat of the water flies off so
quickly through the dull black surface of the teapot,
that the water is very rapidly cooled, and cannot
draw the tea.
" Q. Do not pensioners andaged cottagers gene-
rally prefer the little black earthen tea-pot to the
bright metal one ?
" A. Yes ; because they set it on the halo draw f
in which case, the little black tea-pot will make the
best tea.
" Q. Why will a black tea-pot make better tea
than a bright metal one, if it be set on the hob to
draw ?
" A. Because the black tea-pot will absorb heat
plentifully from the fire, and keep the water hot;
whereas a bright metal tea-pot (set upon the hob)
would throw of the heat by reflection."
The next extract, from the questions relating to
the formation of dew, or deposit of atmospheric
moisture, as affected by radiation, will serve to indicate
the scope of Dr. Brewer's little work, and the
mode in which he handles his subjects.
" Q. Why does dew rarely fall upon hard rocks
and barren lands ?
" A. Because rocks and barren lands are so compact
and hard that they can neither absorb nor
radiate much heat; and (as their temperature varies
but very little) very little dew distils upon them.
" Q. Why does dew fall more abundantly on
cultivated soils, than on barren lands ?
" A. Because cultivated soils (being lose and
porous) absorb heat freely during the day, and
radiate it by night; being, therefore, much cooled by
this rapid radiation of heat, they plentifully condense
into dew the vapour of the passing air.
" Q. Show the wisdom of God in this arrangement.
" A. Every plant and inch of land, which needs
the moisture of dew, is adapted to collect it; but not
a single drop even of dew is wasted, where its refreshing
moisture is not required.
" Q. Show the wisdom of God in making polished
metal, and woollen cloths bad radiators of
heat.
" A. If polished metal collected dew as easily as
grass, it could never be kept dry and free from rust.
Again, if woollen garments collected dew as easily
as the leaves of trees, we should be often soaking
wet, and subject to constant colds.
" Q. Show how this affords a beautiful illustration
of Gideon's miracle, recorded in the Book of
Judges, c. vi., 37, 38.
" A. The fleece of wool (which is a very bad
radiator of heat) was soaking wet with dew ; when
the grass (which is a most excellent radiator) was
quite dry."
In such a multitude of explanations (" about
2,000") it is riot surprising that a few should be
objectionable ; and this occurs whenever a decided
opinion is pronounced upon causes, as to the certainty
of which the scientific world is not agreed,
or when the present state of science is inadequate
to afford a satisfactory explanation. We shall
quote one instance of the former kind wherein the
explanation given is at variance with the known
laws of optical refraction. In page 395 we find
the following :—
" Q. Why does the sun seem larger at his rising
and setting than it does at Mort?
" A. Because the earth is surrounded by air,
which acts like a magnifying-glass; and when the
sun is near the horizon (as its rays pass through
snore of thil air) it appears larger."
The effect of atmospheric refraction differs from
that of "a magnifying glass," in the fact that the
atmosphere consists of concentric strata of different
densities, each having a uniform density throughout
so that not one of these can have any effect
analogous to that of a lens, any more than could. be
found in a common watch-glass ; nor can the fact,
of the ray having to pass through "more" of the
refracting medium at one time than at another
contribute to the magnifying effect, which depends
(for a given medium) entirely upon the
angles of incidence made by the rays of a pencil,
which, in magnifying, cause the image of the
object to appear under an increased angle; whereas
it is well known that the apparent diameters of the
sun and moon near the horizon are actually less, or
subtend a less angle, titan when they are nearer to
the zenith. It is Also well known that the visible

effect of atmospheric refraction is confined to one
vertical plane, by which the vertical apparent diameter
is somewhat diminished, while the horizontal
remains unchanged by refraction.
We trust it will be seen that these remarks are
made in a friendly spirit; and while it is our duty
to pint out errors, we also consider ourselves
bound heartily to recommend the work as an
important aid to the advancement of useful
knowledge.
'PROGRESSIVE GEOGRAPHY: adapted to the junior
classes in schools. By it. Riley, Master of the
Leeds Collegiate School. Second edition, improved
and enlarged. Longman and CO.
THE CHILD'S FIRST GEOGRAPHY. By the same.
The study of geography, appealing to the eye as
well as to the ear, dealing, not with abstractions of
the schoolroom, but with objects familiar to most
from childhood, affording illustrations to Geometry,
and giving distinctness to travels and reality to
history, constitutes a sort of neutral ground between
the lesson and the recreation, and ought to prove
among the most attractive to the school-boy.
It is, therefore, matter of surprise and regret
that the old class-books on this subject, consisting, for
the most part, of mere catalogues of names, have
rendered the subject difficult and repulsive. We
are happy, however, to be able to recommend to
the notice of teachers, in the book named at the
head of this article, a manual much superior to
those we have referred to. Mr. Hiley's Progressive
Geography consists of four courses : the first, very
elementary, introduces the pupil to an acquaintance
with the most used geographical terms, explains the
use of maps, and discusses the map of England and
Wales. The second course, after an introduction
on mathematical geography, treats of the world at
large, and the several continents, with the rivers,
mountains, islands, &c., belonging to each, the
countries into which they are subdivided, and the
chief towns of each state. Much valuable statistical
matter is mixed up with these details.
The next division is devoted to a more minute
consideration of Europe, and the separate countries
which compose it, comprising the physical features
of each, their dimensions, population, provinces,
and principal towns, with brief notices of their
climate, civilisation, and political condition. The
last course is taken up with the British Empire. An
outline of Ancient Geography concludes the whole.
Such is the plan of Mr. Hiley's work. The several
courses are divided into convenient lessons, and
interspersed with copious exercises, and directions
for repeated examination of the pupils : one of the
best features in these exercises is the perpetual reference
to the map. Considering the limited size
and cost, the amount of information brought together
is astonishing; and if the book be after all but
a manual, this is all that a school geography should
be,—the map should ever be the chief instrument
of instruction.
We cannot, however, avoid expressing our regret
that in this, as well as in other books, so little attention
is paid to physical geography, a branch of the
science equally important with, and far more interesting
than, mere topography. However, an outline
of the course being so well presented by a work
like this, it is always in the power of an intelligent
teacher to refer, for the filling up, to works especially
devoted to this subject; such, for example, as the
Treatise on Physical Geography, by the late Mr.
Wittich, contained in Knight's Weekly Volumes, or
the more recent work by Mrs. Somerville.
The endeavour to explain simply the astronomical
principles of the phenomena of climate, the seasons,
&c., appears to us to have been made with great
success ; but we very much doubt the propriety of
including in a geography designed for the young,
notices of the political and ecclesiastical condition
of the various nations. Such notices must, in a work
of this kind, be too brief to convey any very distinct
ideas ; and the attempt to define " national character
"—at all times unsatisfactory and delicate ground
—becomes positively unjust when unaccompanied
by the numerous historical and other modifying circumstances
which exist in each case. Is it wise or
THE EDUCATIONAL TIMES. 251
just, for instance, to teach children to find in French
History " a striking proof of the national want of
moral feeling and Christian principle ?" With this
exception, the remarks appended to each chapter,
on language, climate, soil, manufactures, &c., are
interesting and judicious; and we have great satisfaction
in recommending this treatise, as being by
far the best work of the kind that has come under
our notice.
In reference to the second work named at the beginning
of this notice, we need merely quote the
" advertisement " prefixed to it :—" The Child's
First Geography contains the two first courses of the
author's larger treatise, to which it is intended as an
introduction."
A FAMILIAR EXPLANATION OF THE HIGHER PARTS
OF ARITHMETIC. By the Rev. Frederick Calder,
B.A., Head Master of the Grammar School, Chesterfield.
London : Whittaker and Co.
We have felt it to be our duty on so many occasions
to speak in terms of anything but approval of
various treatises on arithmetic, that we expect our
readers will be inclined to think that we are very
difficult to please in this matter. We candidly acknowledge
that we are so, and that unless a book
come quite up to the standard which we have fixed
for ourselves, it shall receive no syllable of praise
from us. So many useless (nay, worse than useless,
positively htfurious) books have been written, are being
written, and, we fear we may, add, will hererifter be
written on the subject of arithmetic, that it behoves
all who take any interest in the advancement of a
rational system of education, or whose recorded
opinions can be supposed to have any weight with
the public, to be very careful not to utter a word
that can be construed into an approval of a bad
book, and be so used by authors or publishers.
The little treatise which is the immediate object
of our present remarks, is one of which, we are
happy to say, we can, on the whole, conscientiously
speak in terms of praise. It is intended to be placed
in the hands of pupils who have already made some
progress in their arithmetical studies, as it begins
with fractions. The principles of fractions are
fairly set forth, and the proofs of the various rules
are clearly and intelligibly explained. The same
may be said of decimals and proportion ; but the
section on the square and cube roots is very unsatisfactory.
It is much to be regretted that but few
mathematicians will give themselves the trouble of
acquiring Homer's at present little known but
beautiful process for obtaining approximately the
root of an equation, and which may be applied with
so much ease to the extraction of roots, by remembering
that finding the nth root of a is only finding
the root of the equation xn—a=0.
To prove Homer's process to boys is, of course,
out of the question, as it requires a good knowledge
of the theory of equations; but still we should be glad
to see every school-boy well " up" in the practice if
not in the theory.
We notice one peculiarity in which this work is
far superior to the majority of arithmetic books.
Most treatises contain one or two examples worked
at length, but these are generally extremely simple
in their nature, and the pupil is left to his
own resources, or to his tutor's experience, for the
best method of proceeding in any more lengthy example;
whereas in the work before us very full and
precise directions and illustrations are given how to
proceed in the various kinds of examples that may
occur, and how to guard against those common and
natural errors which nearly every young student
falls into from the want of a few judicious remarks
at the beginning of his career.
Though generally very clear in his explanations,
Mr. Calder rather fails in his definition of a fraction
; viz., "a part of a number, or quantity, supposed
to be broken into any number of equal portions,"
and which appears to apply to those fractions
only which have unity for their numerators,
and thus to exclude such fractions as and 7, -
We can see no reason for entirely omitting the
proof of the rule for finding the greatest common
measure of two numbers ; we have always found
that it can be made perfectly intelligible to boys
who have no knowledge whatever of algebra. We
also regret to find no explanation of the contracted
methods of multiplication and division of decimals,
with which we think every schoolboy should be
acquainted, as they will be found of great service
to him in the higher parts of algebra, or, indeed,
whenever several decimals have to be multiplied or
divided.
The notation used to represent the divisor employed
to reduce a fraction to its lowest terms, is,
we think, open to many objections. We do not
15-4-5 3
see in what 5)11 =1 is superior to = ; the
latter of which shows much more clearly the opera
Lion which has been performed.
There appear to us to be two or three defects
which, we fear, may prevent the introduction of
this otherwise very useful little book into a large
number of schools. Of these one is the want of
examples for practice, and another is the very bad
arrangement of the subjects.
Both these defects seem to be caused by the author
adhering too closely to the order employed in a
book referred to in the preface—viz , "THROWER'S
EXAMPLES," and, in fact, they make what ought to
be an independent treatise on arithmetic a mere
commentary upon a set of examples. Thus, the
chapter on fractions is divided into some fourteen
"cases," which, though convenient to classify a
number of examples, spoils the arrangement for
any one who wishes to teach arithmetic in a
rational manner. Of this Mr. Calder seems partly
aware, as we find on page 28 the following :—
"CASES VII.—IX.
" We shall show as we proceed that the above
cases are identical, i.e., that the word of and the
sign x placed between fractions have the same
meaning."
And, again, on page 32 :—
" CASES VIII.—X.
" Case X. is the same as Case VIII. in principle—
it merely uses a different method of expressing the
process of division, and includes some examples
requiring both multiplication and division."
In the chapter on Decimals in page 73, at the
end of Case II., we find :—
" The exercises in Case III. have been included
in Case I."
There are, also, references in many parts of
the book to particular examples, the allusion to
which cannot be fully understood without having
Thrower's book before us ; e. g.: in pages 34, 35,
references to Exs. B, 2; B, 5; C, 2; D, 1 ; D, 2;
in pages 58, 59, references to B, 5; E, 6 ; A, 3 ;
F, 9; G, 4; B, 6.
These rather serious defects may easily be remedied
in a second edition, which we hope the
success of the book will warrant; and we are, also,
anxious to see the promised first part of the subject,
having little fear that it will be treated in any but
a satisfactory, clear, and intelligible manner. In
conclusion, we cordially recommend Mr. Calder's
book, feeling convinced that it is the best schoolbook
on arithmetic that has been published for
some time, and that, despite its few defects, which
a judicious teacher will know how to guard against,
it may with safety and advantage be made a classbook
in any school.
TEXT BOOK OF ENGLISH GRAMMAR, &e. By the
Rev. John Hunter, Vice-Principal of the National
Society's Training College, Battersea. London :
Longman and Co.
In few departments of literature are more numerous
attempts made than in that of English
grammar ; but, it may be safely asserted that threefourths
of them are failures. Every schoolmaster
who is dissatisfied with one or two expressions in
existing text-books sets himself to republish
Murray's or Crombie's work as his own. In this
way we have dozens of editions of their grammars,
under other names '• and, indeed, Murray himself did
little more than re-edit Lowth's Grammar, embodying
a good many of Blair's remarks. In short, our writers
of school grammars have, in too many instances, been

952 'EDtt-ft
conspiter'sc'anffilinatililitinore. VicarIii/f tilfih cfntr, apt
however, Mr. Hunter is entimly free. As became
iliin, hejs-ssellaeequainted with the *dike bf,pretleallfig
gramlitatiinfesliebtabe has masteited therh'iill.Atlikffichit
allowImonikp,me'ef them to master, liim.,,Xbeoy,erk
41,:a'ktemdiat0I,Peaftal to young teaehessinotetitosel
who have gonet4brough the eordinttry•lideikgettif
grammar. The preface is Sather more elabortpe
than usudyetehcflieit merely vindicates the stuelYpc
grammacbtait yes, an outline:4, the, Yarious works
that appeased oat the subject, from the-lime of Bert
Jonson toitthattattril,De.''Crortibie:
, Asa spetigAghof :.11',. I-Innters style we will
give a 4.tfg„ers.trasi, which may be entitled,
,...,
,__._ lintii VS : ' ,,, W0:90 NO
THE UbE OF GIIAMMAR AS A' likititisamDiscir LINE.
-"-ttis-fisA, gymnasium of the mind that grammar
possemses its prime Utility: every facillly'nf.'onr intellectual
Constitution may there find - beneficial
exercise d ve,n,,,mar moral,,n re,,,n1sy, bp, §ep;
to cfeț411- roweven though ind reedy, from the
tendeneytetf gramme al irivestigit onte'iitringiliWW
that Intstifta si qt11. Lich Nye' ion PI.9qtgf
olgeit.mf.n.. 1-aita. ,inginteres . Our language
has.-0-agMme:d; SnAls,peifectrien,sthrongh tliotle4ttnu-■'
mersibile:rde ibacies of l expression which ltHeibosn,
prompted bf IttleStriet intiirciA of science; that in
the P4911c;u9411,, of gransinarove see hunratritiorNi
ceptionenrellected with the nicest precision,—the
most -Secret workings of ntof?n,nd.Jeason ad rich
few, made visible in a vet'hal,connterttaehmf. se-
444141 ,fidglity,... And inustonen theAvabittref .ifij
vestigating the structure, impei=e,'WritfiiiiMiisefiiii-etit
of such signs, prove a dikiptitie highly favourable,
not only to the aclitifenie ut of Silill, in..f9memititott,
brit Ad' ta'1,10diilgcnce of ,:I g.444ru4lat*tut
generally ?gibe increase of human dignittpanxbusasg
'fulness ?"—p. vii. • '
-Notieliefeliave. We seen the
d ..1 • net -urr GERMAN LANGUAGES., . in Two Parts. Part I.,
proviria.p444itrim
more'llYsti'dditY Marked than in - ti,?1
this ,prefaceieenet
, Rh hlti4i"Cerriiiiit. By Dr. J. G. Flfigel.
tbef@iri#410414ing,,thot telsolitts , ought to
J,,9,1419.R itj'f,Pidot and Co.
settle,ofn
their own tiiiii44' ,Wiith'''*fifes• precision thart'N This is en abridgment of Dr. Pliiniel's " Complete
limits*theirAw'cy,4ve't rangnag e. If their 90,49Ata D'ibtigharY, bait with a great increase in the voare
too lax, or too strict, equal injury- will be done abdt4asyy orensiSting chiefly of technical terms of
to their pu.pits. - .toll all
In Mr. Hunter's "deliverance"
tteo
as lb 'die I s very:II:lid; fll'e'ji-V6es's of compression having been'
re PPIied rather, to the ifinstiative portions of the
spective- merits of the older - grammariansa NM rger work, than to the strictly explanatory and
for the:A(4(w part, coincide though we think' he lernentary.t The voltirne before us is probably
is not sufficiently careful to classify his authors; and tu mostr.Roine.teie collection of English words with
this orriisaion becoines ..a, serious eil,t,.Whenusle: ieix..,:rwsrman,Jeqmivalents in existence, and will be
enumerates reeent grammarians. This'. ennineration, f istestiontitlp vvvineto all persons engaged in Nisitoo,:
he executes after a-strarigelashion; snit crodf
, .„,,,,, ., ,L
?Ta -51?4r,trelessiontil avocation, who may
which we cannot altogether_ approYe. ' In Eng
-land," he says, " may be distinguished the works of
Hazlitt, Grant, Banks, PiritioiI, Russell Hil
Marcel; Booth, Arnold, Tiiiner, Lathat,,'S`.14r
Allen and Cornwell, Wilson, Flower, and 0.toilisivini
Scotland, those of Lennie, 1■IcCulloclb EPOrs
Reid; and Connon ; in Ireland, ' t1fiose e. r 1151 td -
-missioners of Natimial Education, aneSn'ilivit,;-,„in,
America, those of Brown, Webster, Kresge, and
Wells." What is ,.the use of classifying works•
tlie place or publication, after the manner 'df
bookseller's citalbrilief" Some of those said, O'll'ae.
distinguished in England. are by Scotchmen ; anal
one at least of those put down for Scotland' istieb4
work of an Englishman ; dnil, besides. Mr. TItio
has shown, we think, undue partiality to Eng,1,4
—albeit he himself, we understand, comes friarm
the North of Tweed. Certainly, had he been very
careful, -he wetld' have had no -difficulty in 4 n4 4,1,, ,,,
as many school-grammais of the calilwe of Pionock$0. it accuracy of which has , _pte, ypsetr, aster Mid ever aimiti.
Russell's, Wilson's, &c., in Scotland as lie has ftE4 , a 11;;MatplAIS , afr ft* Pi0 £4 Aorep,. volf,. anninnit,
signed to England ; but the above passage is Habib' IP Yenr;' A thets, are also at front stiti.A0ary. lit a
to a far more seriona objection. • What right have
;,gitgAk'f'101214.A, '?:xtiveter`;;It'i!T::
mere compilers
Tt.ostiet,',71 .
(some of them not very sudges44
in concealing what they lenrow) to be named witk
Mrtrcet, Arnold, Latham, and others of that stamp ?
It would not be more ridiculous to speak of Robert
Montgomery and Shakspeare, or of Isaac WkttS
and Milton, as belonging to the same category, tsni
In the one set.. there-is not a single ray, we say
not of originality, but of that vigour of mind that
thoroughly dig=ests what it lites received from another,
and brings it out in, a -somewhat novel 'shape
whereas the others arc rilitisSesSed' iti; a''' •
less ex'aent, of those cpialilies:i uld &lr.un?er
- - -
lie satisfied to hear his work classified with those of
Russell, Pinnacle, " it hoc genus crime?" He has
less discernment than we give hint credit for, if he
would.
But we must confine ourselves to the work before
uelati111■:1eet 111ril,ronseientionsly say that the definit
tfoliOrkVes,t,Jnel perspicuous, while the subject df
i4"StettWntatreateel fullronot in a most satisfactOr
matinee./ The; stitOrt Of'Si.Max is divided into twd
n°11e0,, fti.l0,1),r#:Paifie a n t 1 element a r v; the second sy,s_tern. of J. E. Worcester, Esg4, erthibriting 'all the.
410 1 Bel,..40.innesAvisble critical sagacity and skilll an4malies of Engfist , pr,onunelatintIL aceurding to
We Must net,tinVilffitee:rnenthin that, the work is tit_cbbest authoritieCon torthetiNt.'.':411114s,systern is
thorougit *Mg t
cnn tains copious illusy GS~iy.expleifled:in,Ahe " iritioduOtiani",.and,oltbuttelh
ire ti n s:pfpf 1T,1?4ftnitaffil,1; bitinnețeiors, an da stertv g of; POP el/31'0101W ude tniexeamou 41111 n to English:
the satneaittwAts exercisek. teoi01,icti the jinni] may' students, it may be studimlawitkAnuois ;advantage,
apply the prineigles tlaiitl,,nqp7n t he fukS. by the latter also _velem once well under-
094i3OONSq*rg,„4.errises in the correction of elteqttlO33 piebip6pq_0.)ay place of
wii)ropeitsdAntion andvatructvre, and in punetitation* orymmy,ppnpluning giqigttmits„pntaining, a, it
r. fluntet-hargivelir" two appendices elle;
thpus'artiLi of worokovIticli Are wanting
ta in ing Ifst:bf Antl I ors on. Erighslit3s.ani.-., in them:
er," whIeli is both rueful end interesting; though;
, e fear„ ; itAis not,,Iwite obniplete-',; 'and the other,
An Ettytheitoeh?" 'Nigh nth Py 'of ' Grammatical
f-'9Pas,
iT 1bedlag.:441,WeilitPAlleSa,tei, to the minutest
.belfeseeddiegly, useful to that
Isee,teofttesellerseavlyrbitN'ffit Iihawledge of the
eitin'4411#i01:4'41,.SitgirlitAr4111..e'ittierri, as far as
OttillAhrsIenJlAthei "inamninteref.their tools,"
which, though not " all" thdttrinimiarian's or rhoto4+teTaft114
!Misiness. is certainly a4inrdispensable and
rlAgdftt,tUnt, part of it.. Altngestlicr we entertain
-,highinianatkutof Mr. Hunneris,t3onramar, and have
o doubt that it will both take and retain a this-
Misbied 'place in the ate:, of works to which it
dontgS;
./. I
.'Igfil...4qT/tċ.Ykhn lithencmiAny 01' 'I 110 ENett.ISti AND
i acgemettitelactions must he made from this commendation.'
Mr. Hunter adheres to the eStalitiatted, teenēft onyiptifill
"datetelvdetediirdfikiiifideffisiiidnitthitiVe'Stittilai1llf ln s,,
and the fint afteesitit' stihtitlhi• 'IA' vdre),,l,Itat' 1lfejlie r W
iteti'vitati7Mots r,or tii6.10iMig .exOtathetti h4pW` fide .
ittitetisnietbir itii sVtiiiiti landaniesitalk. 'earich 11 etpifiladev,,'
tiefreallYiblifenfilig'Ithe-11-iddIat deff4ftil;SU-.•g•., y., de■ital
ti i,-eratradtboaehiq.v. jiedocri,,"tw''''' ,S4Vg . 4 Iliel;fost eiro,
r 44*, 1' altWt" ' Abui'ot' M ''Nit'u6k;-44 tonTaitati vd,
AkiiUtAtblii%*'"vthatitvig.4Mdirthe 1.-ooi
Ito-wtselM6 ti6i&i.oles'4e1ilifiiftmtihidnotthe
si ,
atter he made niuclkpore sittmlelyy Vying the mitt,fhTted
, ftYt'e'igfitllig'fo`WF' eye trwt ,t 71 rift 'Mid cap ; ',bit., and
,1 sii.I1,-,Nit."%cria/littititi.1:4FIAeiiitO,fdie3itit, drawn up on a
Iinsistent plan. Thus, tifiliettlgiVe'lit'tteihMd ftbin hitlirt,o'i
dicative. from in and r/Iftt,'; butt Inceptive is referred to
I tt9,lqlortiArthi0Idmonitiveote.4eavnevseAkne.ipateemme
t ese comparatively' minor pointiaffestassiseesentedenualier'
e Praise 21,1Mi4lo1fictotew4in.tt1enttitku .or ease Is
ols 94.1,0,,,,,,,ntw, ,th,
tremely dtiff104,3Thows, logee
A e nominative is k o Stiv.ppyp,7,,veiaAlg by that, we
ppase, that it is 'the lgoor'prOinf#)pn-a notion, the
,s hish 4,...,,,,;>w „I c„.„,,i zioh ,exist. , this comes et the
liasetteevalrffitit. :tjslu r tile. masculine nontinathe tit such
eases, which ti I illy I6adi to the in r, id ion of word.
Theory is derived from /heart's, instead of thrfp.in, an,
',if/Neuf , iTel Tpbo, hot) sod atm. Sometimes the explanathin
Is, oti,stritly edneneliēo,fheAliere,F0hOogielilsigniti-
ea, or .f.9,4,,,pf4114,1terg 144901 AA, !resent sense.
i lite iy..14Wif.' -On at wtiblei we.fhiriksthere is room
ine considerable improvement in this vocahni:Ify, which is,
undoubtedly, a most useful felitiiirrin Mr. Hunter's work.—
1, D
Vrhe..nretate states that certain classes of Words have
(leen: oinitbdtit, hut t iteym re either sash as will not be Missed
iplCp,sectirsinditctialutrt, WI SSC* 115111a#. rdatUirte t.rufplied
Il-om the materials furnished in the work.
superierity Ilf,11)fiq-,Eliigers 'larger ,diptionary over
all similar sloths AS etaufficient guarantee for 'the
excellence of.biertresent produotionliWhAdb, judging
frorn,tt, number oftleials we: .knave irnatle; will, be
fOund,, exTremely fuil,actlear, mact'welhasrauged ia
systy, particulan,u,,n old -
One feature „et) theiihook is 'mentioned in the
title-page : it haeltAlm2pronuneiatielno.tlistinetively
narked acmrdinAntO ,the: best and,stost: simplified
The bOctk is very nicely printed on good paper.
aribeir itaieniak 611 ear. ethit4InS' iipwaids 'of
ondta'tiO pages, and is P. tbitillea-fOr Iwo
thalerS, od. When the Cierr
part appeeit the entire work will bebyillit' the best
school diOlitiary of the Gernianl4tilige with
acquainted.
limrop.w.k,igliAlaimajt,;.„itri, Rotti,9som-itco.t.
TEST or,' Ert,fiwg,Cpwko,er,442N, AVrittten. -for
the Pc-Sitilfb 14:ei+-c/4i iti*Ael,isfs4oe of
. Learners. By Gerald Murray. London.
It eat% dbeudettibti tliet'tilid-lehtAciatitertris 1of
graniratiftiinti
fortnatlidn4 wing), 4±6 ttl ,filliej4irlileittite of direet
litiklirtl'Itlictiiviedge and'
imperlhef rptittAfiphy,:oif,agee"Witrill'theItiOiebOe Of
c 0 rnpftrati*e
Tylikirkiti,'Hientitii/its'
the gllilrilhiPs1. 119Worteiltit,',ihm'inos,t44tiVettrate
loYMV-bNitriticflie fili,,Itrillitititcjr,s911Akt.;, iifi 1'
undertaltelitheftb
Vi'entlreNeM% that the
majoritY 6P tiriiteiii? 6114E4 sifhleefliktre been corm;
pelled a Itt t legthei"ll'Orit bf
forming4A6i telliAle hanentgittiiile,Oftletetred
by the tree, ol lḟio'rhatiy'eMitittries frionP4fterilegiously
a n itiefF fatties. 9 for this'
liter it~kfijSbi~titi4itl`ti6 Painl'evefil ;'' 61.ft-fie om Mort •
tense of a fitidifWV-itlibiaifeq'fige-itiliresent to tlie"
mind of the youn scho!ar _wholesome doctrines,
,f:L1 'Pt; rlfi, ,,
Conveye*Ilanteitf, iffe feignis; fmctAtt. of obscure
14,Y, 4'' 14e+iewlvAt -Germany. The acknowledged, Ia,4 411.1A4,10,441,tieeeFeiled, .lenguap, its absurd
and perplexing Rendre /ideas, it, Affects to- explain:
It it paTtienlarly important that this branch of in-
SeilagtiOnfslibuld be rendered perfectly intelligible
(1,rthe,:naeanest capacity, for it usually forms the
oniiiienceinent of a child's intellectual -training;
Ind if the hapless infant stumble on the threshold, ,
a permanent dislike to systematic, learning is not
unfrequently created. And where, we ask with
confidence, is the child whose intelligence is not
inSultsd by the terms-and -.definitions
of the usual standard works in the grammar
of his native toeguo,l, ,W.,:e(vgsko the preetical
tteacher if the chiccAiffignity,RgthiLitaimportant task
doe-§- nob c9Osist in AM' 1411g4e,Bmi:ThElq§•.cd,uPou-kiva
by the inadequacy of the itdineet,ing s, manuals, ef_
guarding the inquiring naie,c1t, against serious and
inveterate errors; of readeningfinteiligiblc ill-defined
truth, or exposing'ifiggniSed falsehood';
eliciting from the chaotic bl iss beford him intelleCtual
aliment presentable to the sensitive and uninstructed
nfinds of his younger pupils?
We are glad that the chorine(' circle, respected so
long- 1)y the worshippers of custom, and guarded by •
the pernicious pi eseription of time,: has been at
length entered; that the unduly Venerated ground
has been trodden by irreverent feet. It ordi,
nary praise to have been among the first to expose
ancient fallacies, and to endeavor.): to substitute for .
them simple truths. The bitter tintlertaking, however,
is one of extieme difficulty. The dissection of
established systems and the exposure of their defects,
require boldness and ability. This portion of his
tssle. 11Er...),Itirray has exeented v.-ell. BLit, to found '
upon alie ruins of the old sySteni a new superstruc-

— .
tare— hint shall meet the wants of the learner, and
latiaferthe expectations of the critic, is aititiAlWe
ditificitit undertaking, and one in whichi
Consider that Mr. Mrrrsy has beenjailioakiefiiiMP
The creation of an adequitre4ibtatitkr4kffileiti tbloratliVi
posed .system nmst, indeed., be 'thb
is scarcely possible for a single mind - tbreildakaaritt
satisfactorily in all its details. Gredtiptli4 e,e1Ww.
ever, is due to Mr. Murray for Whabliei has-liflifetiffi.
The book is carefully written, and, ittliongh teeini
the nature of the inquiries contained in ins pages
totally unfitted in its present form for the instrne•
tion of the young, it mry be studied with advantage
by the teacher, mid beimade the foundation 01' some
future manual less distasteful and bewildering to the
rni; FtmicAI4 144a1111444: 253
tended by tits heads of houses and doctors, entering the
lite gif rehterMehng, htitientoritY from the idhantty school:.
' loficee(ntancellor's chair was placed in the eentre of the
h nhifigselnicirele. On his right is seal NV:1S placed for the.
EtliiiifIDehti,'Imrd High Steward of the University, and on
his left thr Dr. Jacobson, Regius Professor of Divinity. fin-
antfed,x4tpder we:le-Abe db.natorsi right and [Mt of whom
sa't-,t • bopluna of Chielmatem the Bishop,. Oxford, Dr.
fight Witte flee ,' of WesMinister, Sir It. f, pjg,iis ; Dr.
WyntercliPiwiittent . of St. John's, Dr. Pliniiire, 31aster of
Univemity,geilego3 Dr. Jenkins, Dean of WON; Dr. NM.?
ris, President of -Corpus Christi College ; Or. Wilitunsr
Warden' bf, 'New College; Dr. Cnrdwel.4. Principal .cif A.)
Vaughan, of Trinity CiAleg.e., ebited ṭhe exercises whink,
married off 'titivrike., airmil KU td ,two Baebelorster
Albans Hall; I ,r. Wellesley, Fill-Mina et 'New'Ina lan f ;., ibr the 'heab'latin nrcsieladtsmoOliltnna, ,subject —"Toe)
Dr. Harinzthn. Principal of Braseiumie l'DifAsharst, rifAlli Arturo Britannorum prinnikek fi40.41Janciuki Verb mentotioa.
Son'.; lir. Rdford, Rector of T.incoln College; Dr. West, traditum sit?'
.
Dr. Daulteny, Dr. I,otton, Provostof Worcester; Dr. Ingrain, Tfie -SetCateidithuse....preshiftedl anlmated appearance
Presidept of Trinity; Dr. Jell, Canon of Christ Church, and throughout, ithk:ds9-. .4x41 es ',hitch carried off thin
Principal et King'sesdlege, Loudon; Dr. Hawkins, Preseleet prizes enumerated below were recited- by their re.spectiv
young than its predecesSoni.
• of Oriel ; Dr. limey, 'Head Manley. of Merchant Tailors' au(liOtt4,1nritesequonhitiaiV*Istekivihelit.-1,
School, &c.
• • The Vice-Chancellor announced the names of those on •mrrttnr, tend hi int sill 10 M iep e:
GRADUATF.0 READING, comprising a Circle of
whom the heads of houses had agreed to confer the honorary Nan4-ffiril)nrun xfiAliet 3i lit/Sava.% Prize.
'' y Ch., i.1
Knowledge, in - 200 lesson,. G
0 , Raker,
degree of 0.4..l.L., rind submitted them to the j)laretue of the v! lin
convoeation. lie had not, however, proceeded far with his
Head 'Master of the Yorkshire Ins+ itutdin for the list, ,when AL Guizot, who stood among the crowd of masters Geo. J oh n
g411411 thimcellor's
Deaf and Dumb. Gradations I., II., 111. and strengers in . the area in front of the Vice Chancellor's
7.41.tot:3 aiPtieti qutiMt.dai •
chair, was iimpelled, by an apparent general movt meat, Aug. Fred. F,I reit et hilielaittegtiti is ibtrrdlemet4 Camden
The objects proposed by the publication of this, to.. nth, his scat among the glectors on the asceldling
little trio may be best explained in the Wortls.6., %• inicirele, which he did ;amidst hearty and prolonged
the address prefixed to the third of the series .---;, n i, Chinas. Schreiber ' t fanny' 1 of meow; Medal.
GreeleOftli)
741:
tause; "
" Sir Willi:in)
It, aurretydistinetion was conferred upon the Earl of Liarrewby,
:linron Hugel, the Right Hon. Sir George Arthur, the
I Modals,
Scholefield C ollet Oita ,Idaildm...11.aiiR
ItroWne'S
let, to -fiiiine -a series of school-hooks suitable for
eletrientary (*arcs, and for home instruction, at a Right Ilm. William Ewart I :lacisione one of the Burge seS it. C. A. Tayler Tqtrolr .pl.h.„ 7'. Epigrams)
moderate price, Which should comprise information foi' the Cniverityt - Sir Charles- doald .Aloe au it, Mr!. j.
on a range of subjects more extended, and more A/ astermml, m.F., Mr. A. J. B. Ithpe, M.P., Mr. IL llailam, Ed, thy. Perowne..
reek Verve t'orson
Air, it. (Vila, and Mn. . . II. Leyard, attached to tier
.1d3 iii(transtat■
systematic, than -has ever been introduces into -, ' i , j s 3'.' do getsy at theist intinople.
le4eiiii2bOnks for °Michela ; 2nd, to adapt this in. • rile new doctors, after bemg introduced to the Vicofdtintetion,
by a - g'iiiiinated series Of lesson e,' to . CIEIncelle,r, took their seats on the ascending semicircle.
The Professor of Peetu then rerad a long and el:Mt:rate
children of different ages and dezrees of advance- disvourSe•eammetnoratire of the founders and beeefactors of
PunLEcivrxon's nre,cmivrm.
11EMARKS trot/ THE ItErolur OF THE COmmtssioNERS om
THE STATE OF EDUCATION iN NORTH WALES. Second
Edition.
.ARIT:13IF.TIC FOR YOUNG CHILDREN. By It. Grant. New
Edition.
Con TO THE LATE Tiloltle HoOD, AND OTHER roasts. By
a Sempstresst.
Nvit:tTE1111 ATE AND VERTEBRATE ANIMALS. In Two Sheets'
Ten CHILD's EIRsT ENGLISH 1411AmmAlt. By Richard Hiley.
SOCIAL DISTINETIoN. Ellis. Part IV.
IIITZTVERSIXTY INTEILIGTC47INC/U.
OXFORD, JULY 1.
Sy. Join's COLLEGE.
'Mica W. P. Sanclilands, from Tunbridge School, has been
elected a probationary scholar of this College.
JULY 5.
GRAND CatIME110RATION.
Thu great centre of attraction on this the grand day of
-Commemoration was the Theatre, which was opened for gra-.
duates, and actuate" ladies, and strangers, at ten o'clock.
The noblemen', heads of hausas, doctors,. proctors, and
gentlemen who partake of Lord Crewe's benefaction to the
llatY.araSy,an et. the Vice Chancellor its Wadharn College Hall,
at a quarter before, eleven.
tang before the doors were opened they were besieged by
a ivast•assembiage of ladies and gentlemen who 'had been
tostsmete enough to obtain tickets of ,utimission to the theatre.
Within a very few minutes after access could first be had
every part of the building inns' crowded to excess.
The arta was chiefly occupied by'afasters of Arts and titstingnisheds
trangers. The ascending semicircle was reserved
for the doctors and their Ladies. The orchestra opposite the
semicircle was appropriated to the lady friends of members
of the Einiversity. The upper semicircular gallery was filled
with undergraduates.
At about a quarter past eleven o'clock a voluntary played
on the organ, announced the approach of the grand procession
; the Vice-Chancellor, preceded by the betels, and at-
.
ment."
the University.
The principle of gradaticm is reasonable enough; The prize 'teems and essays, Latin and Englien, were
it en polies the groin i ng wants of. the learner,, and
afterwards recited by their respective authors, and elicited
the cheers of theiifriends.
smoothes away the difficulties that-lie in his path ;
JULY 14.
but it is no novel feature in educa tion, it has been
The fonnwlug. :subjects are proposed for the C'hancellor's
tacitly zulopted ill various institutions for many years. )1.
The sinnatancous system, which has been engrafted ,F;(2. ,,T41:.: , .
°Y4'erl seg:-,. .YP"a'rE—trsiiisze.o'rum Septilchra tamer Ictin
on gradation, is, doubtless, well calculated to
For an English Essay :—"Mterature aunt Science comdiminish
the master's toil; but we are by no means
pared in'thedr,cffects upon a Nation.". .
O.Uvince:1 of its utility in for" a rdim, ,. the pupil's ' For aitafin EaSityt--1"Qurenam Merit Platords Idea in
instracticn, There are strong objections to the Politi'reirra ersiseribrmia." ' •
of the senior and junior classes togetiter'r".
Abova subject s is intended for those gent:o-
no•Cne same subject. We believe that it engenders
indifference, or carelessness in the elder pupils,
while it perplexed the intelligence of the younger.
These littl, Honks are very careful ly written, and,
in any institution where the system illustrated by
the author is adopted, would he invaluabl .
men who, on t)te flay appeluted for rientling she exercises 1,,
the Reg'lstrld•r Of the r tInlverSity, shell not hare exceeded four
years ; and the other two 1.0e soda as shall have exceeded
fostr, but net completed seven years, from the time of their
matricul Mien.
SIR ReGEIS NEwDIGATE's PRIAE,
For the best corn prisition in English V'erse, not limited to
hues, by any undergraduate who, on the day above epeellied,
shall not have exceeded !bur years from the time of Doi
matriculatem--" C:esar's Invasion of Britain."
in every case the time is to be computed by calendar, not
academical years, and Ferietly (loin the day of mat rienlation
to the day on which the exercises ire to be delivered to the
Registrar of file University, without rerence to aaylnter-
yemu
whatever,
peroli who Ints etre any obtained n prize will be deemed
entitled to a second prize of the some description.
Tile exere:,,es are all to he sent tattler a sealed rover to the
'Registrar of the Vitivrralty, on or INSbre the 31st day 01
Haral next. None will he received after that time. The
author is re.rotired to conceal his Dante, mot to (Usti:let:telt
his composition try what motto he pleases; sending at the
same time his name, and the date of his matricuhstion,
sealed up under another cover, with the motto inscribed
upon it.
The exercises to which the prizes shall have been adjudged
will be eopeated in the theatre,upon the commemoration-day,
immediately after the Crewiau oration.
JULY 20.
The following gentlemen were this day admitted Actual
FOilOWS at Magdalen College
Rev.-E. M. Hansel!, 11.1)., diocese of Norwich.
Rev. John M.- Rice, B.A., diocese of Canterbury.
PROBATIONARY FELLOWS.
Rev. Godfrey Faussett, M.A., Oxon.
Henry I). Inglebv, B. A., Iinceltishire.
Rev. Edward itrinytage, ILA., Scholar of 'Cniversity
Cellege, Yorkshire.
The following gentlemen were also yesterday elected
Dendes of this College:— . .
Prim Edward Henderson, Ch. Ch., diocese of Winton.
James Holtivay, Exoter College, Lincolnshire.
Llewellia ktcyrick, Wilts.
We believe we are correct In stating that Iii. Guizot has
i'eclined the offer of the Chair of Modern Languages made
o him by the Curators of the Taylor Institution in Oxford.
—Times, July 5.
CAMBRIDGE. JULY 1.
A congregation was holden in the Senate-house, this day,
'o Mar Messrs. Elwyn and Headlam, undergraduates, recite
their exercises, which carried away the prizes given by the
monitors of the Univereity for the best Latin prose composition.
C,or.r.eds.
The Rev, John Hubert. Jenes,, M.A., has been elected to the
LeY fellowship
ANUtr,
:1:4)0144'40110. M.A.
p
filEC 1. a:foundation
fellow of -thin %doh*. gAsidifFithe
been elected
follow Ott the ,l'ogaitiatilatt @fair rad.-
. ealevr
Before a eosgregatioR WilethiMajy, HS. Norris and HS.1
P:41 1
On Saturday, ,1,1y 11 Nt1d91fet. teharles George Co )mbe,
B.A., was: elected to alliellndatIon fisllowship by the Master
mei Fellows of this society,,,,,
atilhiT Jet,
J. Partridge. B. 14a. o t sia .College, has been appointed
to Abe senor
Tti the Plyttionth new
Grammar School. utta 10
CLARE HALL.
The Rev. J. Earle, 1,.4..,,t4.4....1847), of. Clare Hall, has
been appointed head Misst ,'or the Ereinpton Western.
Oranintat Sehbol. '1;
Thomas Diekson; ikk.,(1845), has been appointed
senior classical toaster pf Marlborough School, Wilts., -
William Sewl.ort.Wirren, A, (ILA. 1841;, of Trinity
College, has been Ciectrzditi- Jireiter }"elleni of Clare Iran.
Nr..Pitortvats COLLEGE.
The Rev. J. E. Ilcdasan, M.A. (B.A. 1894), has been '
elected to a Fellowship on the Ramsey foundation. •
ST. JOI1N.0 COLLEGE.
Tile Rev. William Brown, M.A. (B.A. 1843); has been
appointed principal of the Huddersfield Codegiate School.
CONV1LLE ARD CAIES ('OLLEGE.
The Governors of Harrow, ,School have elected Henry
Dickenson Hubbard to a Scholaeship on the Lyon foundation.
SIDNEY :SUSSEX COLLEGE.
Mr, N. V. Fowler has been eiected to a Scholarship on the
Mundell foundation.
LONDON,
At the mateiculattee examination, which commenced,
Monday, July 3, and terminated on Thursday, duly 6, 16i: .
candidates passed ; of whom 124 were placed in the drst
class, and '37 in the second.
The •following is the list of the candidates who were
ex:mimed in hanours, arranged in the order of Proficiency
SitARTIEMATTOS AND NATURAL FIULO8OPI1Y.
Bitheway, J. E. (EXhilaltion), Wesleyan College Institution,
Taunton.
Scott, I. C. A., Edgbaston Proprietary School.
Guthrie, F., Ilnivereity College.
Cohen, A. J., University College.
Brown, W. H., King's College.
Fripp..II. C. IL, Private Tuition. ,
Gillett, C., University College.
Martineau, It., Uniyersity College.
Bidlake, J. P., Private Tuition.
CHEMISTRY.
Carpenter, A. (Prize of books), St. Thomas'A Hospital.
Pavy, F. W., Merchaut Taylor's School.
Rice, B., Queen's College, Birmingham.
Pearse, W. II., Marischal College.
Bitilake, J. P., Private Tuition.
UNIVERSITY COLLEGE, JULY
The annual distribution of prizes took place in the lecture
theatre I t University College, in the presence of a largo
number of students and their friends. Lord Brougham presided,
and was supported by. Earl Fortescue, the Baron do
Goldsmitlt, Hon. Sir. Penman, Mr. Hutton, Mr. wine, Mr.
J. Taylor, F.E.S., Mr C. Robinson, &e.
From the Report read by the Dean of the Faculty, it appeared
that, notwithstanding the recent prostration of the
mercantile world, no diminution in the classes had taken
place. On the contrary, there had been an increase of 22
in the total numbers, viz.. 16 In the ordinary classes, and
6 in the schoolmasters'. The precise return fbr the present
year was 203 In the ordinary classes of arts and laws instead
of I87.last year, and 43 in the schoohnasters• classes instead
of 37 last year. In the course of the year the College had

254 THE EDUCATIONAL TIMES•
received the magnificent donation of 5,000t. from an anonymous
benetar.tor, who merely stipulated that the principal
should remain entire, and that the name of Andrews should
be attached to the fund to whatever purposes it should be
applied.
The Chairman then called on the several professors to
name the prizemen in their classes; of these we have space
for the first only:-
Flaherty Scholar (in Classics), 551. a year, for four years.
--Mr. John Hutton Taylor, of Manchester.
NOTES ON THE PRESENT MONTH,
MISCELLANIES,
2nd. Condillac died, 1780.
fith. Ben Jonson died, 1637. Afalebranche
died, 1638. Fenelon born, 1651.
8th. Dr. F. Hutcheson born, 1694.
9th. Dryden born, 1631.
13th. Jeremy Taylor died, 1667. Lavoisier
born, 1743.
14th. C. Hutton born, 1737.
15th. Sir Walter Scott born, 1771.
18th. Delambre died, 1822.
23rd. Sir W. Herschell died, 1822.
25th. David Hume died, 1776.
27th. Thomson died, 1748.
28th. Grotius died, 1645. Godthe born, 1749.
29th. Locke born, 1632.
30th. Paley born, 1743.
31st. Bunyan died, 1688.
THE PRFCEPTORS' BENEVOLENT INSTITUTION.-
We are pleased to learn that,this Institution, established
in connexion with the College of Preceptors,
for the relief of distressed and unfortunate teachers
of all classes of the community, is progressing
steadily. Her Royal Highness the Princess of
Baden, the Marchioness of Douglas, has kindly
forwarded to the secretary, through Dr. Neebe, a
donation of four pounds.
HARROW SPEECHES.-This anniversary celebration
took place on July 6, in the presence of a numerous
and distinguished audience.
COLLEGE OF CIVIL ENGINEERS, PUTNEY. -On
July 18, the annual distribution of nrizes at this inatitut
on took place in the hall of the College, in
the presence of a numerous and distinguished party
of visitors.
LAYING THE FOUNDATION STONE OF UNIVERSITY-
HALL.-On the 20th ult., the ceremony of laying
the foundation stone of " University-hall," an institution
of a theological character about to be established
in connexion with University College, took
place on the site selected for the purpose, in the rear
of the college and on the west side of Gordon-square,
in the presence of several hundred spectators. Mr.
Mark Phillips (late M.P. for Manchester), who, as
a member of the council of the institution, bad
been appointed to perform the ceremony, arrived
on the ground at 1 o'clock, accompanied by Mr.
Heywood, M.P., the Rev. Mr. Madge, the Rev.
Mr. Davidson, Professor Newman, Mr. H. C. Robinson,
Dr. Thompson, and others, There were also
Present several members of the council and professors
of University College. Prior to commencing
operations, Mr. M. Phillips addressed the assemblage.
The ceremony of laying the stone, which is four
feet six inches by three feet, and weighs 'one ton
and a half, was then proceeded with by Mr. Phillips,
under the guidance of Mr. T. L. Donaldson,
the architect, and Mr. Jay, the builder; and, having
been completed, Mr. Phillips observed, that although
the ordinary practice of placing coins under
the stone had, in this instance, been dispensed with,
he begged to say that it was not a mere stone
which he had just had the honour to lay. It bore
an inscription which he hoped and believed would
be read with pleasure by succeeding generations of
those who derived benefits from its foundation.
The inscription was as follows:-
" UNIVERSITY HALL.
" This stone was laid on the 20th of July, 1848, by Mark
Phillips, Esq., of the council ; the Rev. Philip le Breton,
1LA., Chairman of the Building Committee; F. W. Newman,
M.A., Principal ; the Rev. D. Davison, Honorary Secretary ;
Thomas Leverton Donaldson, Esq., architect; John Jay,
builder."-
This inscription is deeply cut on the entablature of
the atone, encircled by a beautifully carvedOoThic
border. The Rev. Mr. Madge, on the stone being
laid, addressed the assembly. The intended building,
the foundations for which are already laid, is, as
appears from the designs, to be in the Gothic style,
with crockets and a central gable surmounted by a
cross. Its extreme frontage in Gordon-square is
100 feet, the height to the entablature 68 feet, and
from the entablature to the apex of the crockets
25 feet-making the total height of the building 93
feet. The principal portions of the building will
consist of a grand entrance-hall, council-room,
dining-hall, lecture-room, and library, which will be
very extensive. the dimensions of the during-hall,
the library, and the lecture-room are the same, viz.,
40 feet by 25 feet, and the coancil-room 28 feet by
24 feet. The building, including the basement,
will possess seven stories. The foundation-stone is
laid in the main wall, and will stand, when the
building is completed, about two feet above the
level of the ground at the back of the building.
The estimated cost of the erection is 10,0001.
MEETING OF THE BRITISH ASSOCIATION.-
Wednesday, the 9th instant, is fixed for the eighteenth
meeting of the " British Association for the
Advancement of Science ;" and the place of meeting
this year will be the town and seaport of Swansea,
famous for its copper smelting furnaces and
neighbouring oyster beds. A liberal subscription
has been entered into by the people of the town
and surrounding country, who look forward with
considerable expectation to this meeting of Barons.
Various sections in the Royal Institution, and other
buildings, are in course of being fitted up for the
occasion, and a large and distinguished company of
visitors is expected to be present. Preparations
are actively in progress for their reception, and the
following among others have announced their intention
of being present:-The Marquis of Northampton,
President of the British Association ; Earl
of Rosse, Bishop of St. David's, sir Charles Lemon,
Sir Thomas Acland, Sir R. H. Inglis, Sir W. Trevelyan,
Sir John Lubbock, Sir J. Stephenson, Professor
Graham, Professor Christie, Professor Miller,
Professor Philips, Professor Forbes, and Professor
Grove ; Dr. Lindley, Dr. Buckland, Dr. Carpenter,
Dr. Pye Smith, Dr. Smethurst, Mr. Airey, the Astronomer
Royal, Colonel Yorke, Dr. Sheepshanks,
cum nzultis alit's. It is expected, also,
that the Chevalier Bunsen, M. Guizot, and other
distinguished foreigners will be present; but as
yet their determination has not been announced.-
At a meeting of the local committee, appointed for
making the various arrangeorents and preparations,
Mr. Moggridge, one of the local secretaries, reported
that considerable progress had been made. The
amount already subscribed, together with sums put
down by gentlemen then in the room, came to 5701.,
this being of course exclusive of the sum of 5001.
voted by the corporation of Swansea to the mayor,
in aid of the objects of the Association. The excursion
committee reported that a list had been made
of the works which it would be most desirable to
'inspect, the coal and iron mines to be visited, the
caves and limestone rocks to be examined. Indeed,
the principal difficulty did not consist in finding
places of sufficient interest to engage the attention
of the visitors, but in selecting those most easily
available. Professor Phillips remarked, that not
only did this country abound with subjects of interest,
but the liberality of the proprietors exceeded
his most sanguine anticipations. The report of the
location committee detailed the accommodation provided
for visitors, which was ample, and at moderate
terms. Mr. Grove explained the probable routes
whith visitors would take, pointing out the importance
of having additional accommodation on the
road between Cardiff and Swansea, and the necessity
of obtaining first-class steamers from Bristol
during the first three or four days of the meeting.
INGENUITY OF SCIENCE.-Who would have imagined,
when gun-cotton was produced by M. Schonbein,
and the world was threatened with destruction
by being blown up by this terrible explosive material,
that within a few months it should be discovered
to be an excellent styptic for dressing cuts
and wounds ? But so it. is. Dissolved in ether, and
applied to the severest cut, it forms an adhesive co.
vering of singular closeness and adhesiveness, protects
the wound, and excludes atmospheric air, or
any irritating matter, so that the process of healing
is carried on speedily and effectually ; and when all
is well, the "protectionist," having done its duty, is
removed. So also has Dr. Simpson, of Edinburgh,
we are informed, similarly applied chloroform and
gutta percha ! This mixture, in a liquid condition,
at about the consistence of fine honey, is kept in a
phial or bottle, and when an accident of the kind to
which we have referred occurs, it is simply poured
upon the wound; the chloroform instantly evaporates,
and the gutta percha remains a perfect, flexible,
second skin, over the injured part, preserving
it for weeks, if necessary, without the need of dressing,
banr'ages, or any other appliance, till there
is no more occasion for this admirable agent. When
we call to mind how much human pain will thus be
alleviated, how many cures effected where hitherto
there have been danger and uncertainty, and how a
number of surgical operations will be simplified, it
may not be considered too much to rank such inventions
among the most valuable that could be discovered
and applied for the benefit of mankind.-Literary
Gazette.
WE should feel the more confidence in the per
forrnance of these magnificent promises (those
implied by the words "liberty, equality, fraternity")
if we were sure that Lamartine is right when he
says, " Cinquante annees de liberte de penser,
de parlor, et d'ecrire, ont produit leur resultat."
We do not know in what country there has been
this liberty of discussion. Certainly not in France,
with its laws of September, its prosecutions of the
press, its prohibition of public meetings ; nor in
Germany, with its prohibition of public activity,
only now breaking down; nor in Italy; nor in ignorant
court-ridden, sword-ridden, priest-ridden Spain;
nor in the United States, where the correlativeof
freedom, slavery, must not be debated ; nor
in England, where social and religious topics can
only be canvassed, however conscientiously, in a
manner so veiled and restricted, as to be all but
fruitless of result-where you must only enter
upon the discussion of many subjects within conventional
limits, and with predetermined conclusions-must
fix before hand the result of tire in
tellectual arithmetic, however the figures may
work. We do not know, therefore, where there
has been 'this freedom of discussion; free discussion
being the inevitable preliminary to true freedom o
action."-Spectator.
"EVEN the mere interpretation of language requires
the assistance of the traveller. What a different
image the otvora and pArerappoeof Homer
presents to one who has seen the wine-faced'
)Egean, and the vermilion-cheeked ' ships of the
Euxine, with his own eyes! Who comprehends the
wandering apPpoainv eta vorra, so well as he who
has felt the perfumes rising from the flowers crushed
by his horse's tread, in a nightly excursion, in the
month of August, across the Troad ? Who, that has
looked on the Dardanelles, will dispute the propriety
of the epithet srAarvc, the broad river-breadth of the
Hellespont? Who, that has tasted the modern
Greek Konen, the half-turpentine beverage they call
wine, but will perceive the origin of that symbol,
the fir cone, which, equally with the vine, was the
ornament of the thyrsus. These, and a thousand
other instances, might be quoted to show the advantage
of living and seeing commentators. We cannot
all see with our own eyes, it is true, but why dispense
with the eyes of others? Our classical school
teaching calls imperatively for. a Burder."-Wyss
on Education Reform.
"How much of the fury of the persecuting spirit
of darker ages would have been softened and
turned into moderation, by juster views of the
nature of man, and of all .the circumstances upon
which belief depends! It appears to us so very
easy to believe what we consider as true, or rather
it appears to us so impossible to disbelieve it, that
if we judge from our own momentary feelings only,
without any knowledge of the general nature of
belief, and of all the principles in our mental constitution
by which it is diversified, we very

naturally look on the dissent of others as a sort of
wilful and obStinate contrariety, and almost as
an insulting denial of a right of approbation,
which we consider ourselves, in these circumstances,
as very justly entitled to claim. The
transition from this suppcsed culpability to
the associated ideas of pains and penalties, is a
very natural one ; and there is, therefore, a sufficient
fund of persecution in mere ignorance, though the
spirit of it were not, as it usually is, aggravated by
degrading notions of the Divine Being, and false
impressions of religious duty. Very different are
the sentiments which the science of mind produces
and cherishes. It makes us tolerant, not merely by
showing the absurdity of endeavouring to overcome,
by punishment, a be ief which does not depend on
suffering, but which may remain, and even gather
additional strength in imprisonment, in exile, under
the axe, and at the stake. The absurdity of
every attempt of this kind it shows, indeed ; but
it makes us feel, still more intimately, that injustice
of it, which is worse than absurdity,-by showing
our common-nature, nature, in. all the principles of truth
and error, with those whom we would oppress; all
having faculties that may lead to truth, and tendencies
of various kinds which may mislead to error,
and the mere aceidental and temporary difference
of power being, if not the greatest, it least the most
obvious, circumstance which in all ages has distingtiished
the persecutor from the persecuted."-Dr.
Thomas Brown.
NOTICES TO CORRESPONDENTS.
P. H. seems to forget that a fundamental principle of the
College of Preceptors is to abstain from all interference
with religion: "An acquaintance with the Holy Scriptures
is required of all candidates, though no religious test of
their individual opinions is implied."-Calendar, p. 100.
F. K. may disapprove of such a rule, but it cannot be
abrogated without. essentially. modifying the character and
, position of the College'
OUR coiresponderit AC.Covves is mistaken in supposing tha
the text of theUrticle iii our last number, on the science of
Education', is Original ;. it is, as most of our readers are
aware, a reprint of part of the late James Mill's Essay
On-Education, in the Supplement to the Encyclopaedia
Britanuicn. She is wrong, also, in attributing to the
Collegeof Preceptors, as a body, the views to which she
refers,-and which we advocate on their own merits, but
for which the College is in no respect responsible. Our
Correspondent denies that the State can provide such an
education as, we are agreed, deserves the name : it may
be so; but at least, it is more likely to make some
approximation to so desirable an object, than those to
whom the matter is ..t present abandoned.
A.
New edition, enlarged, price 3s. 6d.
Dietionary of English
Synonymes ; comprising the Derivations and Meanings
of the words ; and the distinctions between the Synonymes
illustrated by examples. For the use of schools and
families. By the _Rev. J. PLATTE. New edition, corrected
and enlarged.
London: CHARLES IL LAW (late Solder's), 131, Fleet-street.
The Hamiltonian System.-The
only books on the true principles of Mr. HAMILTON
are those comprised in the following list,-printed for J. SOC.
TER, and published by C: H. LAW, School Library, 131, Fleetstreet,
London, the only Hamiltonian Depot where all booksellers,
stationers, schools, and the public, can be supplied.
'LATIN. 5. 4.
s. d.
Gospel of St. John-- 4 0 Homer's Iliad .......... 6 6
Epitome Ilietorie Sacrac. 4 0 Memorabilia of Xenophon 6 0
..Esop's Fahles .. 4 0 Aphorisms of Hippocrates 9 0
Phedrus' Fables........ 4 9 FRENCH.
Eutropius • • ........ 4 0 Florian's Fables, 12mo.. 3 0
Aurelius Victor ....., .. 4 0 Gospel of St. John ...... 4 0
Cornelius Nepos ........ 6 6 Perrin's Fables ........ 5 0
Selects: a Profanis, 2 vols10 0 Recited Choisi .. 7 6
Caesar's Commentaries .. 9 0 Verbs, New Edition .... 2 0
Calms do Med ecina;3 volsI5 0 GERMAN.
Cicero's Four Orations .. 4 0 Gospel of John ........ 4 0
Gregory's Conmcctus, Robinson der Jungere ..10 0
Latin Verbs, New Edition 2 0
Edward in Scotland .... 4 6
ITALIAN.
Gospel of St. John.'..... 4 0
Six Books of the ./Eneid 9 0 Silvio Pelico .......... 4 0
Ovid .. 7 6 Notti Romane.......... 6 6
Medical Student's Guido 5 6 Merope, by Alfieri ...... 5 0
GREEK; Raccolta di Favole...... 5 6
Gospel &St. John 6 0 Tasso's Jeru.s. Delivered. 5 6
Gospel of St. Matthew 7 6 Verbs, New Edition .... 2 0
/Palm's Fables 6 0 SPANISH.
Analeeta Minora 6 0 Gospel of St. John ...... 4 0
The. History, Principles, Practice, and Results of the
iTamiltenian Biliteru from 1 3 Origin, r. t,
gratis
THE EDUCATIONAL TIMES. 255
T
he London General Mourning
Warehouse. -W. C. JAY, 247, 249, and 251,Regent-street,
two doors from Oxford-street -The proprietor of the above
establishment respectfully begs leave to call the attention of
the nobility and ladies to its great utility. On occasions when
mourning attire is needed, the inconvenience of proceeding
from shop to shop in search of distinct articles of dress is
completely obviated, and abundance of valuable time saved
by a visit to the London General 'Mourning Warehouse, where
every description of silk mercery, haberdashery, gloves, and
hosiery necessary for a complete outfit of mourning may be
found on constant sale, and rendered on the most reasonable
terms. Widows' and family mourning,, including dresses of
all kinds, in paramattas, alapine, bombasin, merino, and crape,
prepared by experienced artists, with the strictest regard to
taste, elegance, and economy, is always kept made up, so
that ladies may by a note descriptive of mourning required
(for either themselves or household) have it forwarded to them
in town or country immediately. Silks and dresses of all
descriptions for morning and evening in the greatest variety.
The show-rooms contain a beautiful assortment of iniffluery,
head-dresses, flowers, crane, and muslin collars, &e., with
every description of Jewell try for mourning, and are carefully
supplied with the choicest modes and most approved
novelties of both the Parisian and London seasons.
The London General Mourning Warehouse, Nos. 247, 249
and 251, Regent-street.-W. C. JAY, Proprietor.
C
abinet and Upholstery Warehouse
and Plate Glass Factory, 24, Pavement,
Finsbury, London. RICHARD A. C. LOADER respectfully
solicits all parties about to Furnish, and requiring Furniture,
to inspect his Stock, which will be found to consist of
the newest designs of furniture of the best seasoned
materials, at the lowest possible prices.
An estimate given for any quantity of goods, from one room
to an entire house.
The Upholstery Department will be found equally low in
price. All qualities of goods always in Stock. Carpets,
Floor-cloths, Matting, and Bedding of all descriptions at
very reduced prices.
Books of Prices may be had on application, and also Books
of Designs lent.
Your early inspection is respectfully solicited, and your
particular attention to the address is requested in full.
Spanish Mahogany Gondola easy chairs, with mahogany
continuations, moulding round the back, with hair, and spring
stuffed, and covered in real morocco leather, 21. 15s.
Mahogany awe m back Trafalgar chairs, stuffed all
hair, in best satin hair seating, 14s.64.
Solid Rosewood Drawing Room chairs, in canvass, 13s.
RICHARD A. C. LOADER, 24, Pavement, Finsbury, London.
C
WORTHY OF PUBLIC ATTENTION.
hapman's Celebrated Universal
SALVE, a certain cure for Rheumatism, Lumbago, In
dolent Wounds, Weakness in Limbs, Sprains, &c. 8tc.
CHAPMAN'S UNIVERSAL PILLS, a combination of the
most approved virtues of the Vegetable Kingdom. In all
cases of Bilious Attacks, Indigestion, Rheumatism, General
Debility, Violent Cold or Cough, their ale will be found invaluable.
CHAPMAN'S MECHANICAL CORN AND BUNION
PLA I STERS, which by a method entirely new, gives immediate
relief.
CHAPMAN'S UNRIVALLED EYE-SALVE, a celebrated
and most valuable remedy for Inflammation of the Eye and
Eyelids, or for Specks, Ulcerations, and all Chronic Diseases
of the Eye.
CHAPMAN'S IMPERIAL OINTMENT, for ,Ringworm,
&c.-nn infallible cure.
CHAPMAN'S UNIVERSAL POOR MAN'S PLASTER
the best ever offered to the World.
In boxes and packets, Is. I Id., 2s. 9d., and 4s. 6d. each.
Prepared and sold by the Proprietors, at their Depot,
Swallow-place. Regent-street.
H
CELEBRATED THROUGHOUT THE GLOBE.
olloway's Ointment.-Cure of
Ulcers where there existed Diseased Bone.-Extract
of a Letter from Mr. James Wetsnore, Hampton, New Brunswick,
dated February 10th, 1847. To Messrs. Peters & Tilley.
Gentlemen,-I feel it is but due to Professor Holloway to
inform you, as his agents for this province, of a remarkable
cure performed upon my son. He had been afflicted with
ulcers on his limbs and body for more than three years, from
which small pieces of bone had been removed. I tried several
medical men in St. John's, but all to no purpose, I was then
induced to try Holloway's Pills and Ointment, which made a
complete cure ; several months have since elapsed, but there
is not the slightest appearance of the cure not being the most
complete. (Signed) JAMES WETMORE.
Sold by the Proprietor, 244, Strand (near Temple-bar),
London, and by all respectable vendors of Patent Medicines
throughout the civilised world, in pots and boxes, Is. lid.,
`2s. to., 4s. 6d., 1 I s., 22s. and 33s. each. There is a very
considerable saving in taking the larger sizes.
N.B.-Directions for the guidance of Patients are affixed to
each pot and box.
The Hair Line Pointed Pens.-
RELFE and FLETCHER beg respectfully to direct
the attention of the Scholastic Profession to their HAIR.
LINE POINTED FENS.
These Pens, in the manufacture of which great care has
been bestowed, are produced under the superintendence of
Messrs. R. and F.. and are presumed to surpass any Steel
hen yet offered to the Public. The points are so fine that
the up stroke is hardly perceptible, while the metal is of
that flexible nature and the whole finish so perfect that a
clear down stroke is ensured. The Hair Line Pointed•Pens
are divided into Three Classes, Broad, Medium, and Fine
Points, and in ordering them care will be necessary that
they are distinctly named.
They are sold in Boxes of a Gross each, at 4s., and a large
and rapidly-increasing sale is the most satisfactory test of
the general approval by the Profession.-15, Cloak-lane.
The Teeth.-Mr. Clark, Surgeon-Dentist,
late Assistant to Mr. simnel Cartwright
(now retired), continues to FIX MINERAL, NATURAL, OE
ARTIFICIAL TEETH, from a Single Tooth to a Complete
Set, g iaranteed to answer all the purposes for which they
ale intended, at little more than half Mr. Cartwrignt's
charges. It is a well-known fact, that the rude and unskilful
attempts daily practised in the profession deter thousands
from wearing Artificial teeth, who might, by employing a
skilful Dentist, be enjoying all the comforts of mastication;
so necessary in assisting the digestive organs and promoting
health. Tender and decayed teeth restored, by Mr. Clark's
Anodyne Cement, after which any tooth may be permanently
stopped with gold, and render extraction seldom necessary.
-Mr. Clark's brother, Mr. E. Clark, from 19, Old Stein,
Brighton, may be consulted in town, as usual, every Saturday,
from 11 to 6 o'clock.-12, Saekville-street, Piccadilly.
N
o. 8, King William-street, City.
-No. 8.-Our PRICES for TEA remain UNE
CHANGED. The continuous and immense fall in rates during
tie past year, so disadvantageous to merchants, has had
the effect of diminishing the quantity of tea exported from
China to this country by 3,000,000 to 4,000,000 pounds ; the
consumption has increased in the same period upwards of
1,000,000 pounds; importers are unwilling sellers at present
prices; under these circumstances we feel confident there
must be a general improvement in its value, and therefore we
advise the numerous visitors from the country, and families
generally, to lay in their stocks at so favourable a period.
The sorts of tea most in consumption are.the useful descriptions
of Congou, at 2s. 104. per lb. ; the strong Congou, at
3s. to 3s. li.; very fine Congou, 3s. 8d. ; the best Black Tea,
4s. 4d. (This is the finest imported into this country, under
whatever name it may be sold to the consumer.) Green
Tea : -Fine Hyson, 35. 8d. ; excellent Young Hyson, 4s. and
4'. 4d.; very fine Hyson, 4s. 8d. ; fine Gunpowder, 5s. -
'
superfine Hyson, 5s. ; and the best Gunpowder Tea imported
5s. 8d. Coffee prices are unusually low, especially for the best
qualities ; the selling kinds are fine plantation, 11d. per lb.
finest plantation, Is. 2d.; finest Costa Rica, Is. 4d. ; choice
Old Mocha, Is. 64. (This is the best coffee imported.) Colonial
produce, of nearly every description, exhibits an upward
tendency, especially sugar, sago, tapioca, and arrowroot.
The July lists of prices of tea, coffee, and colonial produce
are now ready, and can be had on application, or will be forwarded
per post.
pi; tr., m+,1 00 „14, King William-street, City.-No. 8.
B
y
Her Majesty's Royal Letters
PATENT-WRITING FABRIC, or VELLUM
CLOTH.-J. SMITH, Manufacturing Stationer and Engraver,
42, Rathbone-place, London, begs respectfully to call the attention
of the Nobility, Gentry, Managers of Public Institutions,
Solicitors, Bankers, Merchants, Engineers, Architects,
Surveyors, Law Stationers, Map Publishers, and others, to the
above Fabric, being, one of the most novel and useful articles
ever submitted to the public.
J. S. has now onside (manufactured from the above article).
Envelopes for Bankers' use, Indian correspondence, or general
purposes, Newspaper Envelopes ; a New Map of London, including
all the latest Improvements, Ste.
SMITH'S PATENT HERMETIC ENVELOPES, in Paper.
Patent.Vellurn Cloth, for Indian Corre•pondence. Sec.
The unprecedented demand for SMITH'S " PATENT AD-
HESIVE ENVELOPES," and the many attempts made by
unprincipled persons in offering for sale a worthless imitation,
have induced the inventor to present • to the public ti‘ novel
pattern, which he has "registered by Act of Parliament,'
to imitaTe which is felony.
•
J. S. has the honour to announce that he is constantly receiving
the most flattering testimonials in fay ur of his "Patent
Adhesive Envelopes," from noblemen, gentlemen, public
societies, and others who have adopted them, to the exclusion
of every other description of envelope : and that he has a
variety of new designs adapted to Ladies' private use or general
correspondence.
CA U 1'10 N.-See that every "Hermetic Envelope " bears
the register mark, and that the 'Adhesive Envelopes are
stamped "Smith's Patent Adhesive, 42, Rathbone-place,
London ;" all others are fraudulent imitations.
Black bordered Mourning Papers, Envelopes, and Cards.
A large assortment of Wedding Envelopes, Notes, Silver
Cord, &c. Intense Black Writing Ink, warranted not to
corrode metallic pens ; Steel and Quill Pens, &c., &c. Name
Plates, &c., elegantly engraved. Letter-press and Copperplate
Printing. Stationery of every description. .
Agent for the sale of SUGGIT211,PATErt NIGEIT LAMP.

G
256 THE EDUCATIONAL TIMES.
Just published, price Bs., with Key, 10s. 6d.,
erman in One Volume,
containing a Grammar, Exercises, a Reading Book,
and a Vocabulary of 4,500 words synonymous in German and
English. By FAUX LEBAIIN.
The plan.of this book is clear,. comprehensive. and thoroughly
practical. It strips the German language at once of
many alfaculties which deter English students, but which
exist chiefly in the clumsiness of the systems by which it is
taught, and not in the language Itself."-Ailas.
" To those who wish to become acquainted with the Germat!
language, and feel deterred ftom the attempt by the
alleged difficulty of learning it, this work will be a welcome
help and encouragentent."/Thistruti d Nei, s. .
" We conside, this volume to. be without any competitor."
-Sun.
"It comprehends all. that is necessary for well-grounded
knowledge and rapid progress in the study."-Nei nine
Main let...-. -• .
. " This is the best German grammar that has yet been pub-
Ilshed."-Aterifiie Post.'
" A book of considerable value for all German students."-
Literary G,..zr Us.
,.. `` It is standrably arranged. In the production of this work-
'Mr. L. has conferred an important obligation on the English
etudent."-Narai and dliittary Gazette. •
" It is especially adapted for those who desire to educate
themselves."-- (.tide.
"Had we to re-commence the study of German, of all the
German graininare which wo have examined (and they are
not a' ew), we should unineatatingly say, ' Feick Lebahn's
is the.bonk for no.'"- Educabon.”1 Times. .
WHITTAKER and Co., Ave Marla-lane; and at the Author's
Class-reams, 85, .Newinan-street, Oxfml-street.
WalkeL's
fussellisPractical
SCHOOLS.
1. THE FIRST FOUR RULES of ARITHMETIC, on a
ft:1y caletilated to naridge the lebobr of the
Tutor very considerably, and to greatly facilitate the progress
of the Pupil. By J. W Atusa. Is. Gd. bound. •
2. AN EXPOSITION of the SYSTEM is printed, and
sold at 2s. sealed op; which will only.be delivered to School-
Masters or Teaellers Who apply personally, or by letter
adaressol to the pualisher. 2s.
3. IVALKEICS NEW CIPHERING-BOOK,- on the sante
System ; past I. containing the simple rules ; neatly printed
do acript, on tine tholausp4to. 35. half, boned.
. 4. WALKER'S NEW CIPHERING-1300K. part H. containing
.the compound rules; printed uniformly with the
'anoVe,.3s.
a. The 'SECOND BOOK of ARITHMETIC, for Pupils
who have passed throngh the first Poor Rules. By WILLIAM
:Husszi.a., author of "Philosoph y of Arithmetic." Gs. bound.
• 0.. A KEY to RUSSELL'S SECOND BOOK ; containing
Solutions of all the. Questions and Examples. 2s. 6d. bound.
7. The PHILOSOPHY of ARITHMETIC; with an
sAppendix, eontainingaMmestic Calculations, to be performed
Mentally. By WILLIAM ROSSeLL. • Is. Gd.
, 8. PRACT1 CA L Ait ITH M ETIC Mr the USE of ADULTS ;
adapted to enable the pupil to leant withent receiving conthaterlasaiatanee
from the master. Ity Seal...ant FLETCHER.
Meets Fusilier Guards, 12eno. cloth, Is.
CHARLES' M.' law (lute -Sonter's), 131., Fleet-street.
A rim
•
thetical -Exercises:
or VIIERING and TABLE-BOOBS.
EXERCISES in ARITHMETIC ; a copious variety of
.$I LS of PARCELS, intended as an auxiliary conipanioft
So every arithmetic. By G. REYNOLDS.
• •
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