Journal of education, 1 mars 1859, Mars

gis© .& JOURNAL OF EDUCATION.Volume III.Montreal, (Lower-Canada) March, 1859- No 3.SUMMARY.—Education: School days of eminent men in Great Britain, by J.F.Timbs, (continued).—Encourage the little ones.—Annie’s wish.—Substance and show.—The model scholar.—Thoughts on language.No.1, by Prof.R.Nut-ling, Sen., A.M.—Variety.— Literature.— Poetry : Children, by Longfellow.—Sunday.—Quebec.—Official Notices : Separation and annexation of school municipalities.—Appointments : Board of Examiners.— School Commissioners.— Board of Examiners for the district of Montreal.—Protestant Board of Examiners for the city of Montreal.—Board of catholic Examiners for the district of Quebec.—Board of Examiners for the district of Three-Rivers.—Board of Examiners for the district of Kamouraska.—Teacher wanted.— Editorial.—Report of the Chief Superintendent of Public Instruction for Lower Canada for 1857, (continued).— Monthly Summary : Educational intelligence—Scientific intelligence.—Literary intelligence.—WoodCuts: View of Wolfe and Montcalm’s monument.—Palace Gate, outside.—Monastery of the General Hospital.—Entrance to the Seminary of Quebec.—The Ursuline convent.—St.Louis gate, outside.—Hope gate, inside.— St.John’s gate, inside.—Advertisements.EDUCATION.School days of Eminent Men in Great-Britain.By John TniBS, F.S.A.(Continued from our last.) XXXVII.EARLY LIFE AND CHARACTER OF HENRY VIII.One of the means which Cardinal Wolsey employed lo please the capricious Henry was to converse with him on favourite topics of literature.Cavendish , who was gentleman-usher to Wolsey, and who wrote his life, tells us that “ his sentences and witty persuasions in the council-chamber were always so pithy, that they, as occasion moved them, continually assigned nim for his filed tongue and excellent eloquence to be expositor unto the King in all their proceedings.” Education had done much for Henry ; and of his intellectual ability we need not trust the suspicious panegyrics of his comtem-poraries.His state papers and letters are as clear and powerful as those of Wolsey or of Cromwell.In addition to this, Henry had a fine musical taste, carefully cultivated ; he spoke and wrote in four languages ; and he possessed a knowledge of a multitude of subjects.He was among the first physicians of his age ; he was his own engineer, inventing improvements in artillery, and new constructions in ship-building.His reading was vast, especially in theology, which could not have been acquired by a boy of twelve years of age, for he was no more when he became Prince of Wales.He must have studied theology with the full maturity of his understanding.XXXVIII.ILL-EDUCATED NOBILITY.Henry VIII., the second son of Henry VII.and Elizabeth of York, was born in 1491, at his palace in his “ manor of Plea-zaunce,” at Greenwich.Henry was from the first destined to the Archbishopric of Canterbury ; “ that prudent King, his father,” observes Lord Herbert, (in the History of his Life and Reign,) “ choosing this as the most cheap and glorious way for disposing of a younger son-” He received, accordingly, a learned education ; “ so that,” continues this writer, “ besides his being an able Latinist, philosopher, and divine, he was (which one might wonder at in a King) a curious musician, as two entire masses, composed by him, and often sung in his chapel, did abundantly witness.” But the death of Henry’s elder brother, Arthur, in 150:2, made him heir to the crown before he had completed his eleventh year, and his clerical education was not further proceeded with.However, he was initiated into the learning of the ancients, and though he was so unfortunate as to be led into the study of the barren controversies of the schools, which were then fashionable, he still discovered, says Hume, “ a capacity fitted for more useful and entertaining knowledge.” He founded Trinity College, at Cambridge, and amply endowed it ; and the countenance given to letters by the K ng and his ministers rendered learning fashionable.The Venetian Ambassador to England, Sebastian Giustinian, describes Henry at this period, (1515,) as “ 80 gifted and adorned with mental accomplishments of every sort that we believe him to have few equals in the world.He speaks English, French, and Latin; understands Italian well; plays almost on every instrument; sings and composes fairly.” oume amongst me nignest m rank attected to despise knowledge, especially when the invention of Printing had rendered the ability to read more common than in the days of precious manuscripts.Even as late as the first year of Edward the VI.(1547,) it was not only assumed that a Peer of the Realm micrht be convicted of felony, but that he might lack the ability to read, so as to claim Benefit of Clergy ; for it is directed that any Lord of the Parliament claiming the benefit of this Act, (1st Edward VI.,) “ though he cannot read, without any burning in the hand, loss of inheritance, or corruption of his blood, shall be judged, taken and used, for the first time only, to all intents, constructions, and’purposes, as a clerk convict” r That the nobility were unfitted, through ignorance, for the dis charge of high offices in the State at the time of the Reformation is shown by a remarkakle passage in Latimer’s “ Sermon of the Plough,” preached in 1548 : Why are not the noblemen and young gentlemen of England so brought up in knowledge of God, and in learning, that they may be able to execute offices in the commonweal?.If the nobility be well trained m godly learning, the people would follow the same train ; for truly such as the noblemen be, such will the people be.Therefore for the loye of God appoint teachers and schoolmasters, you that have charge of joutk, and giye the teachers stipends worthy their pains Honest old Latimer thus demanded that « the young gentlemen” of England should be educated , and be « welf brought up in the learning and knowledge of God,” so that “ they would not, when they came to age, so much give themselves to other vanities.” “lcr 38 JOURNAL OF EDUCATION XXXIX.BOYHOOD AND RISE OF SIR THOMAS MORE.Among the eminent men of one of the most remarkable periods of English history is Sir Thomas More, the records of whose early life throw some light upon the education of the time- More was born in Milk-street, Cheapside, in 1480, five years before the accession of Henry VII.to the throne.He was taught the first rudiments of education at St.Anthony’s Free Grammar-school, in Threadneedle-street, one of the four urammar-schools founded by Henry' VI., and at that period the most famous in London.Here More soon outstripped all his young companions, and made great proficiency in Latin, to which his studies were confined, Greek not being taught in schools: It was the good custom of the age that the sons of the gentry, even of persons of rank, should spend part of their early years in the houses of the nobility, where they might profit by listening to the wisdom of their elders, and become accustomed, by the performance of humble and even menial offices, to stern discipline and implicit obedience.The internal economy of a great man’s family, resembling on a smaller scale that of the monarch, was thought to be the proper school for acquiring the manners most conducive to success at court.Persons of good condition were, consequently, eager to place their sous in the families of the great, as the surest road to fortune.In this station it was not accounted degrading to submit even to menial service; while the greatest barons of the realm were proud to officiate as stewards, cupbearers, and carvers to the monarch, a youth of good family could wait at table, or carry the train of a man of high condition, without any loss of dignity.To profit by such discipline, More, when about fburteen years of age, was removed from school to the palace of Cardinal Morton, archbishop of Canterbury and lord high chancellor.Here he attracted notice among the Cardinal’s retinue, and was pointed out by him to the nobility who frequented his house, as a boy of extraordinary promise.“ This child waiting at table,” he would say, “ whosoever shall live to see it, will prove a marvellous man.” Listening daily to the conveisation, and observing the conduct of such a personage, More naturally acquired more extensive views of men and things than any other course of education could, in that backward age, have supplied.Dean Colet, a visitor at the Cardinal’s, used to say, “ there is but one wit in England, and that is young Thomas More.” At the age of seventeen, More was sent by his patron to Oxford, where he studied Greek, which was then publicly taught in the University, though not without opposition.While at Oxford, More composed the greater number of his English poems, which Ben Jonson speaks of as some of the best in the English language.More retained his love of learning throughout life ; and when he had risen to the highest offices, he frequently , omplained to his friend Erasmus, of being obliged to leave his friends and his books to discharge what were to him disagreeable commissions.XL.THE SCHOOL OF MORE.We here follow More into his domestic retirement at Chelsea.More hath built near London, (says Erasmus,) upon the Thames, such a commodious house, and is neither mean, nor subject to envy, yet magnificent enough.There ho converseth affably with his family, his wife, his son and daughter, his three daughters and their husbands ; with eleven grand-children.You would say that there were in that place Plato’3 academy ; but I do the house injury in comparing it to Plato’s academv wherein were only disputations of numbers and geometrical figures, and sometimes of moral virtues.I would rather call his house a school'or university of Christian religion ; for there is none therein but readeth or studietli the liberal sciences ; their special care is piety and virtue ¦ there is no quarrelling or intemperate words heard ; none seem idle ; which household discipline that worthy gentleman doth not govern bv proud and lofty words, but with all kind and courteous benevolence.Every body performeth his duty, yet is there always alacrity, neither is sober mirth anything wanting.In the intervals of business, the education of his children formed More’s greatest pleasure.His opinions respecting, female education differed very widely from what the comparative rudeness of the age might have led us to expect.By nothing he justly thought is lomale 'virtue so much endangered as by idleness, and the fancied necessity of amusement ; and against these is there any safeguard so effectual as an attachment to literature ?Some security is indeed afforded by a diligent application to various sorts of female employments; yet these, while they employ the hands, give only partial occupation to the mind But well-chosen books at once engage the thoughts, refine the taste, strengthen the understanding, and confirm the morals.Female virtue, informed by the knowledge which they impart, is placed on the most secure foundations, while all the milder affections of the heart, partaking in the improvement of the taste and fancy, are refined and matured.More was no convert to the’ notion, that the possession of knowledge renders women less pliant ; nothing, in his opinion, was so untractable as ignorance.Although to manage with skill the feeding and clothing of a family is an essential portion in the duties of a wife and a mother, yet to secure the affections of a husband, he judged it no less indispensable to possess the qualities of an intelligent and agreeable companion.Nor ought a husband, if he regards his own happiness, neglect to endeavour to remove the casual defects of female education.Never can he hope to be so truly beloved, esteemed, and respected, as when the wife confides in him as her friend, and looks up to him as her instructor.Such were the opinions, with regard to female education, which More maintained in discourse, and supported by practice.His daughters, rendered proficients in music, and other elegant accomplishments proper for their sex, were also instructed in Latin, in which language they read, wrote, and conversed with the facility and correctness ot their father.The results of this assiduous attention soon became conspicuous, and the School of More, as it was termed, attracted general admiration.In the meantime, the stepmother of the daughters, a notable economist, by distributing tasks, of which she required a punctual performance, took care that they should not remain unacquainted with female works, and with the management of a family.For all these employments , which together appear so far beyond the ordinary industry of women, their time was found sufficient, because no part of it was wasted in idleness or trifling amusements.If any of More’s servants discovered a taste for reading, or an ear for music, he allowed them to cultivate their favourite pursuit.To preclude all improper conversation before children and servants at table, a domestic was accustomed to read aloud certain passages, so selected as to amuse for the time, and to afford matter for much entertaining conversation.Margaret Roper, the first-born of More’s children, was as celebrated for her learning as beloved for her tender affection to her father in his hour of suffering.Erasmus called her the ornament oj Britain, and the flower of the learned matrons of England, at a time when education consisted onlv of the revived study of ancient learning.She composed a touching account of the last hours of her father.With a few words upon Sir Thomas More’s views on Public Education we conclude.That he conceived the education of all classes to be most conducive to happiness, is evident from the following passages in his Utopia, professedly written to describe “ the best state of a public weal,” or in more familiar words, a sort of model nation.More says: “ though there be not many in every city which be exempt and discharged of all other labours, and appointed only to learning—that is to say, such in whom, even from their very childhood, they have perceived a singular towaid-ness, a fine wit, and a mind apt to good learning—yet all in their childhood be instructed in learning.And the better part of the people, both men and women, throughout all their tuhole life do bestow in learning those spare hours which we said they have vacant from their bodily labours.” This was written nearly three centuries and a half since ; the people of England have not yet reached this condition, although they are tending towards it by efforts at affording elementary instruction for all children, and inducing the habit of self-culture in all adults.XL1.WOLSEY, LATIMER, ANI) CRANMER.The boyhood of three great men of this period shows the means of education then obtainable by the middle classes.Wolsey, who was the son of ‘ an honest poor man,” not a butcher’s son, as commonly supposed, was sent when a boy to the Free Grammar-school at Ipswich ; thence he was removed to Magdalene College, Oxford, and was subsequently appointed master of a grammar-school dependent on that college.Part of his ill-acquired wealth, Wolsey, late in life, expended in the advancement of teaming.At Oxford, lie founded the college of Christchurch ; but before his magnificent design was completed, Wolsey had lost the favour ol his sovereign, and the King having, immediately on the Cardinal’s fall, taken possession of the revenues intended for the support of the college, the design had well nigh fallen to the ground ; when Wolsey, in the midst of all his troubles, among his last petitions to the King, FOR LOWER CANADA.39 urgently requested that “ His Majesty would suffer his college at Oxford to go on.” This the King did, but transferred the credit of the measure to himself.Meanwhile, Wolsey had founded at Ipswich, in 1527, a school, as a nursery for his intended college at Oxford ; and this school is said for a time to have rivalled the colleges of Eton and Winchester.Hugh Latimer, the son of a Leicestershire farmer, born in or about 1472, wa9 first sent to a grammar-school, and afterwards to Cambridge.Of his family circumstances, Latimer has left us this interesting record : “ My father,” he writes, “ was a yeoman, and had no lands of his own ; only he had a farm of three or four pounds by the year at the uttermost, and hereupon he tilled so much as kept half-a-dozen men.He had walk for a hundred sheep, and my mother milked thirty kine.He was able, and did find the king a harness with himself and his horse.I remember that 1 buckled on his harness when he went to B ackheath field.He kept me to school, or else 1 had not been able to have preached before the king’s majesty now.He married my sisters with five pounds, or twenty nobles, each, having brought them up in godliness and fear of God.He kept hospitality for his poor neighbours, and some alms he gave to the poor ; and all this he did of the said farm.” Thomas Cranmer was bom at Aslacton, Notts, in 1489, of a family who had been settled in that county for some generations.His first instruction was received from the parish-clerk, at the village school, from which he was removed by his mother, now become a widow, who placed him in 1503 at Jesus College, Cambridge, amongst “ the better sort of students,” where Greek, Hebrew, and theology were the principal objects of his industry.( To be continued.) Encourage the Little Ones.“ There is no principle in education, and in life, more sure than this—To stigmatize is to ruin.” It is a part of our nature to desire the good opinion of others.This is plainly seen in the child; and that teacher best rules the minds and hearts of his pupils, who shows tlem that he loves them and has confidence in their good intentions.Few of the reproofs, a teacher is called upon to give, are for wilful wrong-doing.The moral strength of the little one is weak ; he is easily overcome by temptation, and almost before he is aware of it, he has gone out of the right way.He feels that he is not intentionally wrong, hence, so often the child’s excuse : “ l didn’t mean to,” or, “ I didn’t think.” Though this is not a sufficient excuse, yet it is often a true one.He was off his guard, and was overcome.Now it is the duty of the teacher, in these little wanderings, not to stigmatize, but to encourage.We all know—for we have been children— how hard it is for the child to keep its ever active energies exerted in the right direction.“ Children of larger growth” are often led away and overcome, after years ofexperience and knowledge of the enemy’s manoeuvers, and the deceitfulness of the heart; and shall the child who has to struggle with an unknown enemy, no experience, and but little strength, be expected never to fail ?Never do I hear the despairing words a teacher hear- 60 often, “ I do try to be good, but I can’t,” but my heart aches.They do try, these little ones, God help them, and often put to shame the indifference of older hearts, but the Devil, the evil in their own hearts, and temptations without, are often too strong for them.It is the teacher’s duty and privilege to help them, by removing temptations as much as may be, encouraging them to resist such as necessarily lie in their way, showing the evil effects of wrong-doing on themselves and on others ; God’s hatred of sin, and what Jesus has suffered because of it, and above all, pointing them for help to Him who has bid them come to him, and teaching them, though they are weak, that Jesus will help them if they ask him.Let them learn to love and trust in Jesus, by feeling that he loves and cares for them.It is by thus bringing into exercise the moral powers, that they are to be educated for a safe-guard in the battle-field of life.But, if instead of this sympathy with them in their struggles and trials, this encouragement to struggle against the current that seems bearing them irresistibly away, they hear at each failure, “ You are a naughty child” “ You are always doing wrong,” or “ You do not try to be good,” they are discouraged ; tire evil in them is aroused, and they are made worse instead of better.Is not this “offending the little ones,” than which, Christ says, “ d were better a millstone be put upon the offender’s neck, and he be cast into the sea ?” I do not mean that serious offences should not meet with proper rebuke, and perhaps the withdrawal of confidence for a time, that the child may feel if he follow wrong inclinations wilfully, he is not deserving of the confidence of the good.But let the teacher watch carefully, and make a distinction between the little swervings from the right path, through the force of temptation or weakness of moral powers, and wilful offences.We can not read the heart, it is true ; but many keys will unlock the little bosom and allow us to inform ourselves pretty correctly, of what is going on within.Often the child is more to be pitied than blamed, and “ I am sorry you have done wrong,” will then have more power to prevent his yielding to temptation the next time, than severe chastisements.An unjust censure often plants a thorn in the little breast, that rankles there unobserved, save by His eye who sees all things, and diseases the moral powers for years to come.Oh, could teachers know the lasting effects of every word, and action and even of every look, upon the impressible minds of the little ones, how careful they would be to leave right impressions.Payson says, “ What if God should place in your hand a diamond, and tell you to inscribe on it a sentence, which should be read at the last great day, and shown there, as an index of your own thoughts and feelings ! What care, what caution would you exercise in the selection ! Now this is what God has done.He has placed before you immortal minds, more imperishable than the diamond, on which you are about to inscribe, every day and every hour, by your instructions, by your spirit, or by your example, something which will remain, and be exhibited, for or against you, at the Judgment Day.” Let us then be careful, lest by rebuking instead of encouraging, we offend one of the little ones for whom Christ died.Y.(Connecticut Common School Journal.) Annie’s Wish.A nervous headache of à week’s duration had left me in a depressed, wretched state, totally unfitted for the duties of the schoolroom.The feeling was so unusual, that instead of striving agains t it, 1 set most industriously to nursing it.There was a sort of satisfaction in imagining myself to be suffering-unheard-of miseries.The children gazed with astonished yet sympathizing faces into my own, wondering “ what ailed the teacher.” This only increased my gloom, for I was in no mood for sympathy.At last the oppression became intolerable, and I turned for relief to a bright little face which I had never seen un-illumined by a smile, but the fair brow wore an anxi- us, troubled look, and the brown eyes were full of tears- As I looked at her, the little hand was raised timidly, yet eagerly, as though some great favor was desired.Without inquiring what she wished, 1 nodded assent to the mute request, supposing she wished to speak to some of her companions.Instantly she was at my side, her arms about my neck, her lips pressed to my own, while her frame quivered with emotion.“ What is it, Annie ?” I asked ; but a burst of passionate sobbing was my only answer ; while drawing her more closely to my side, 1 felt the throbbing of her heart, like that of a frightened bird.“ Annie, darling, what is the matter ?” and now thoroughly frightened at her emotion, 1 strove to calm the excited little creahire by kisses and endearing words.At last she sobbed out, “ I wish”—and again passionate kisses were pressed upon my lips, while my neck was wet with her tears.“ What do you wish, my darling ?tell me, my precious child.” Oh ! 1 wish 1 could comfort you /” and completely exhausted by her emotion, she lay almost senseless in my arms.What a rebuke ! for a moment I felt crushed to the earth beneath its weight, and then my tears fell like tain on the dear little head, nestled in my bosom.“ God bless you, my darling Annie ; you have comforted, you do comfort me, more than I can tell you.” There was a quivering of the exhausted frame, then a bright light came dancing again into the sunny eyes.“ Do I really ?oh, I’m so glad,” and then the tears again mingle'd with myowN, until, reassured by my smiles and caresses, she slipped quietly from my arms, aed seated herself to her lesson.I can never express how utterly mean and cruel seemed my selfishness, aud how crushing the sweet rebuke.It was a lesson hardly learned, but one which will uever be forgotten.How often does a sad look on the teacher’s face bring a pano- to the little hearts, and tears to the bright eyes of loving children.B They are not all as sensitive as little Annie ; still there are many like her, and not tor worlds would I again bring such aeony upon a child.Teacher, wear at least a cheerful face, in the school-room Whatever may be your own feelings, for the sake of the little ones strive to wear a cheerful look ; and this can not be done unless,forgetting self, you strive to do good to your charge.Often when op- 40 JOURNAL OF EDUCATION pressed, and tempted to give outvvord expression to the feeling, has the remembrance of Annie’s wish saved me from it, and constrained me, for the children’s sake, to be cheerful and happy.Be careful not to bring sorrow upon a child.The path of life will prove a rugged one to lhe litt le feet at best, and let us who have to do with children, strew as many flowers us may be ; remembering the time when we, too, were children, and how exquisite were our own childish joys and sorrows.—(Connectient Common School Journal.) Substance and Sitow.In thts age of high steam-pressure for show, when so much of energy is expended in rearing superstructures, and so little in laying foundations, teachers should be especially guarded.There is great temptation, to leave the substantial and fundamental, where faithful and earnest labor makes very sparing manifestation ; and to direct attention to the more special and ornamental, where a little labor makes a very noticeable display.And not only is the teacher prompted to this course by selfish motives, but he is also often urged to it by parents.Parents like to have their children distinguished for something.If, therefore, a child happens to show any special aptness in any particular branch of study, then the parent will request that that branch may receive careful attention.And most certainly here is the very point where the teacher can strike so as to make every blow tell to his own advantage ; therefore the child i.- pushed forward in this branch to the neglect of others, and thereby the true foundation of his education is broken up, and the balance of his mental development destroyed.Again, there is perhaps, a growing disposition to introduce gala days and manipulating exercises just for the amusement of such visitors as can appreciate nothing more substantial.Nothing should be said disparagingly of these exercises, provided they are kept in their proper places ; especially manual exercises, in primary and intermediate schools, should be practiced much more extensively than they how are.But in many schools a few ot these exercises aie learned, and then practiced only when visitors are present.Such exercises are, of course, wholly void of substance and ought to occasion no approbation, but rather censure, These exercises should always hold a secondary place, since they in no way constitute the objects of the school.They should be regarded as recreations, and as such should have a definite place in each half-day’s exercises.The desire of show, also often predominates with teachers in their choice of schools or of classes.To be a teaeherof geography, arithmetic, and grammar, is too common-place ; and to be a teacher of a primary school can only be mentioned with many palliating explanations ; but to be a teaeherof French, music, or drawing, or of any of the ornamental branches, has a very charming sound.But whoever looks with disrespect upon any of the t ibstantial departments of educational labor, will not be likely to grace any position as a teacher.Such seek not to do honor to their position, but to have their position do honor to them.They should be looked upon with suspicion by themselves, and by all who have the best interest of education at heart.There are two classes of teachers which form a living embodiment of substance and show.A teacher of the one class possesses a well disciplined mind and always takes an enlarged view of his work.He sees in every child coming into the school-room a composition of germinating powers and emotions, for the symmetrical development of which he feels responsible.In assigning him to his classes, he is not governed by mere caprice, nor the child’s wishes ; but carefully informing himself of his present attainments, and knowing the adaptation of each study to develop mind, he will select one from each of the three fundamental departments of study (unless the child is very young) well suited to adjust his present powers, and to build them up in perfect symmetry.Nor will he rest satisfied with his own present attainments in knowledge, but will be constantly extending his investigation into the hitherto unexplored fields of science, and be especially fond of reasoning from first principles.Such a teacher thus feeding upon substance, becomes the very embodymenl of it, and will be very sure to develop it in his pupils.A teacher of the other class often possesses a drifting sort of mind, and always takes a contracted view of his work.He regards the child not as possessing powers and emotions, but as possessing vacant depositories into which knowledge may be stowed.In selecting studies for any child, he does not look to development, but to that which will appear best.In arranging the exercises of his school, those which make display must stand first, all others must have a secondary place.His own studies he entirely neglects, except such as he can bring into immediate use.He never reasons from first principles ; and in his reading, any pieces which discuss principles relating to his profession even, he carefully avoids.He likes to read narratives of senool incidents ; and especially items of experience from successful teachers, because these he can counterfeit.Indeed, his highest success depends upon his ability ,o counterfeit.At best, he is but a servile imitator, a mere quack, copying the prescriptions of thinking men.Such a teacher has no substance in himself, and hence can produce none in his pupils.We need thinking men ; authors and not transcribers : teachers who will work from principle, looking not to outer appearances, but to inner development and power.With such teachers there will be less of brilliant display and show found in our schools, and more of real man-making substance.—(Connecticut Common School Journal.) Tlie model Scholar.A Hord to the Boys and Girls of our Common Schools.A word in your ears, boys and girls.There are many thousands of you scattered among the hills and valleys of the old Granite State, and gladly would I whisper what I have to say in the ears of you all.Perhaps your teachers, if they think it of sufficient importance, will take the trouble to read it to you, that you may all hear it.Now some of you are strangers to me and some are not, but that shall make no difference.You are scholars in our schools, those little nurseries where many, whom the world now honors as great and good, spent the happy hours of their boyhood and girlhood, and sowed the seeds of their present renown and heart-worth.I think I speak not vain words when I say, I love scholars and feel a deep interest in their present and future welfare—when I call myself their fast friend.I see in them germs which, with proper care and culture, will by and by open to beautiful blossoms diffusing all about them a hallowed, life-giving fragrance to make glad the great garden of the world.I know very weTl how much each needs this kindly care and nurture in the morning of life that these germs in their unfolding may all along woo the very sunshine of happiness to their hearts, and shower precious blessings upon the heads of others, and therefore would I extend to each a friendly hand to lead them in wisdom’s pleasant ways, and do what I can to give loveliness of character to each bursting bud of promise.Thus would I prove mysell their friend.Now, I dare say, we should all become good friends very soon, if we could become personnally acquainted with each other.But since that cannot be, most of us must be contented with imagining ourselves unseen friends.As such, then, let us gather together for a little friendly intercourse.We will suppose school is done for the day, we have finished our usual “ chores,” and the evening is before us for our own quiet enjoyment.It is dark and wintry without, but within there is a bright fire glowing in the grate, and our apartment is the very picture of comfort and cheerfulness So with happy hearts we will gather about the hearthstone, for the evening’s entertaiment.Well, here we all are, a gladsome company.You have come at my request and, of course, it belongs to me to state the specific object of this friendly gathering.This I shall now do.It is this.I wish to tell you some of the characteristics or marks ot a model scholar, such as I shall suppose you each have a desire to be.Are you all ready to hear ?Well, then, to begin.1.The model scholar loves his school.It is no irksome task for him to go there.He needs no persuasion, no compulsion.As often as the morning comes, with his little bundle of books, a glad heart and a light step he bounds away to meet his loved teachei and playmates The very sight of the old school house down by the brook, or on the quiet hillside, thrills him with joy.No matter how shabby it is in its external appearance or how inconvenient within—some of you know there are poor school-houses, disgraceful school-houses—it is still a pleasant spot.He may wish it were nice and comfortable, with a good play-ground and beautiful shade-trees, but he does not let this prevent him from loving to go there, nor from making the most of its precious privileges.He has a noble end in view which he cannot accomplish so well anywhere else, and this it is that hallows in his affections every nook and corner, and makes him delight to be there.2.The model scholar is always punctual.He shrinks from the very thought of being absent and tardy.Nothing but ciicumstances beyond his control will ever hinder him from being in his place at the appointed time.The thousand and one excuses some are always pleading to justify tardiness and absence, are powerless with him.He loves play, he loves visiting, but each in its own time.He never will intrude them on the sacred hours of the school.He knows that these things break up system and order, and make 6ad havoc FOR LOWER CANADA.41 with lessons, and he makes it a matter of principle not to be guilty of them.He will not take means to rob his mind of good for the sake of gratifying unseasonable inclinations to seek his own pleasure.3.The model scholar is always obedient.He willingly and cheerfully complies with all the requisitions of his teacher.He ever strives to anticipate his wishes, and show himself worthy of his love and confidence.He does not do so merely because disobedience will be punished, but because it is right—because it is for the good of the school—because it is necessary to his own happiness.Here also he acts from principle and will not swerve from the straight path it marks out.4.The model scholar is a lover of good order.He does not love a noisy school-room.He will not himself be guilty knowingly of disorder, but always and every where by word and look discountenances it.He knows that quietness is essential to complete success in study and the exercises ot recitation ; and cooperates with his teacher at all times in order to secure it.He carefully refrains from making unnecessary noise in shutting doors, in walking across the school-room, in moving his leet when in his seat, in handling books, paper and pencils, in using the lips in study.He scrupulously abstains from whispering and all kinds of communication.He does it conscientiously, knowing that all these things are wrong, inasmuch as they tend directly to defeat the very end for which he goes to school.5.The model scholar is always diligent.He never forgets the object he proposes to accomplish, namely, the unfolding and disciplining of the mental powers, and storing up of useful knowledge.He has a worthy end in view and a noble ambition to attain it.He wishes to fit himself to make his mark in the world and show himself a true man among men, and he is determined to lose no golden opportunity for securing such a result.This stimulates him to be ever studious and attentive to the work given him to do.He has no time nor disposition to look around him to see what others are about, to attract their attention, or heed the various temptations they may throw in his way.He feels he is at work for himself and will let nothing hinder his success.6.The model scholar always does his work well.His motto is,—Whatever is worth doing at all, is worth doing well.This leads him to be thorough in the preparation of his lessons.It is a source of grief to him to go to his recitation poorly prepared.He never will do it unless ciicumstances he cannot control, compel him.He is not satisfied with surface work.His earnest desire is, so fully to understand the truth taught in his daily lessons, that it shall become permanently his own—an essential part of his own mind.This makes him wholly alive and attentive in the class to all the questionings, illustrations and suggestions of his teacher, that he may catch every new idea, and add it to his mental store.7.The model scholar is always honest in his work.He is honest with himself and with his teacher.He does not wish to wear the name of doing well unless he actually does well.Yet he desires to do well, and wishes others to give him credit for it—but not at the price ot deception.If by cnance he has a poor lesson he has too much honor to attempt to patch it up and palm it off for a good one by slyly glancing at his book and reading it.He will let merit alone decide whether he stand or fall.Thus, my young friends, I have tried to tell you briefly what I consider the prominent characteristics of a model scholar.Now, what do you think about it ?Is all this true, or not ?If you saw one evidently possessing all these characteristics, would you not feel confident in asserting that such an one was a model scholar ?Let all that think so raise their hands.Yes, just as I thought, every hand is up ! It is so.I think no one will dispute it.Well now, I have only to say, if every scholar in every school in the Land should come up to this standard, as far as scholars are concerned every school certainly would be a model school.Have you, every one of you, reached this standard?are you striving daily to reach it ?Thanking you now for your kind attention, and expressing the hope that you all may be stimulated to become such already, and thus make your schools all that teachers, parents and friends could wish, I shall bid you each “ good night,” feeling confident that if one is led to make new resolutions, and put forth more earnest and persevering efforts in the future, in consequence of this friendly evening gathering, our time has not been wholly spent in vain.N.F.C.(N.Hampshire Journal of Education.) Thoughts on Language, So.1.By Prop.R.Nutting, Sen., A.M.Construction and Transposition.The Latin and Greek languages resemble, in one respect, the Cyclopean Giant of their poets—they have but one eye to guide in their sentential construction and analysis.But, happily, they are not, in another respect, like that “ Horrid monster, huge and stout, [who] Had but one eye, and that was put out.” Their one eye is still sound and clear ; that eye is verbal form.Many of the modern languages, however, and especially our own, like the “ human face divine,” have two eyes ; and these two eyes of the English language are verbal form and position.But here again is a peculiarity, that both these eyes are rarely used at the same time.To drop the figure ; verbal form, where it exists, is of itself a sufficient guide, both in the construction and in the analysis of a sentence ; but, where it is not, then the position of the words, in analysis, is the only remaining guide to the discovery of the office of the several words, and the consequent thought expressed.And, vice versa, in synthesis, the knowledge of the thought to be expressed, and of the consequent office of the several words, is the composer’s only guide to such a construction or relative position of each as will record the precise thought intended.For the sake of illustration, let us first proceed synthetically, and form a sentence of the vetb and the pronominal elements him and they.Here there can be no need of hesitation ; for whether we say, They instruct him, or Him they instruct, or Him instruct they, or Instruct they him,—the forms of the pronouns they and him necessarily determine the office of the former to be that of subject, and of the latter that of object, whatever may be their position in the sentence.The only query is, whether, in the last example, the sentence is designed to be declarative or interrogative — which ambiguity alone renders the interrogation - mark ever essential.( Michigan Journal of Education.) (To be continued.) fAEIETl.The sun, rain, wind, and dew, each in its turn, refreshes and sustains the vegetable world, proving that variety is necessary to the healthy growth of every tree, shrub, and tiny plant in nature's leafy kingdom ; nor does this essential part of vegetative life lose its signification when applied to man’s wants, either mental or physical ; it enters in and forms a part of his existence, giving to the body strength and vigor, and to the soul it brings new life and beauty.Mark the wearied air of that little child as it tosses to and fro with careless indifference the toy that only yesterday sent the blood coursing through its veins with delight.The gilded bauble has really lost none of its beauty, but the charm of novelty has worn off, and the embryo man is quite ready for something new to fix his attention upon.Years pass by and we see childhood giving place to youth, and miniature pleasures laid aside for growing realities, yet here again we note the love of change.Let us approach that lad as he sits behind the desk in school, apparently deeply absorbed in study ; his countenance is beaming with animation, and his eye passes rapidly over each page as though he would drink in the whole at a glance; tread softly and look over his shoulder.What do you see that causes you to frown ?“ Robinson Crusoe” inside the “ Algebra.” Well, as his teacher its your duty to punish the indulgence of a desire for change at such a time and place, but remember he only acted according to nature, for tired of study, he turned to the “ Good Man Friday” for variety, as naturally as he would have grasped the dessert after a dinner of hearty-food.Love of variety is not confined to the younger portions of society, by any means, it may be seen in every grade or circle, and its gratification often leads to the relinquishment of principle and honor.How necessary, then, that parents, teachers, and all who have the guidance of the youthful mind, should understand the desires and meet the wants of those placed under their charge, before they wander off in by-paths for change, which will bring desolation into their hearts and homes.E.B.Lowber. 42 JOURNAL OF EDUCATION LITERATURE.POETRY.CHILDREN.Come to me ! Oh, ye children ! For I hear you at your play, And the questions that perplexed me, Have vanished quite away.Ye open the eastern windows That look toward the sun, Where thoughts are singing swallows, And the brooks of morning run.In your hearts are the birds and the sunshine In your thoughts the brooklets flow.But in mine is the wind of autumn, And the first fall of the snow.Ah ! what would the world be to us If the children were no more ?We should dread the desert behind us, Worse than the dark before.What the leaves are to the forest, With light and air for food, Ere their sweet and tender juices Have been hardened into wood.That to the world are children ; Through them it feels the glow Of a brighter and sunnier climate Than reaches the trunks below.Come to me I Oh, ye children ! And whisper in my ear What the birds and the winds are singing, In your sunny atmosphere.For what are all our contrivings, And the wisdom of our books, When compared with your caresses, And the gladness of your looks ?Ye are better than all the ballads That ever were sung or said ; For ye are living poems, And all the rest are dead.Losgff.li.ow.SUNDAY.0 day most calm, most bright ! The fruit of this, the next world’s bud : Th’ indorsements of supreme delight, Writ by a friend, and with his blood ; The couch of time ; care’s balm and bay :— The week were dark but for thy light ; Thy torch doth shew the way.The other days and thou Make up one man ; whose face thou art.Knocking at heaven with thy brow : The worky day3 are the back-part ; The burden of the week lies there, Making the whole to stoop and bow, Till thy release appear.This day my Saviour rose, And did enclose this light for his ; That, as each beast his manger knows, Man might not of his fodder miss.Christ hath took in this piece of ground, And made a garden there, for those Who want herbs for their wound.Thou art a day of mirth : And, where the week-days trail on ground, Thy flight is higher, as thy birth.Oh, let me take thee at the bound, Leaping with thee from seven to seven : Till that we both, being toss’d from earth.Fly hand in hand to heaven I George Herbert.QUEBEC.(N 03 5 03 Ph Serious diseases of the digestive organs.Neuralgia and other diseases of the nervous system.Fevers and epidemic diseases.Luxations, fractures and other accidents.| Other diseases.Total number of pupils who have been sick within the year.Inflammation and other dis- eases of the brain.Consumption, bronchitis and other diseases of the respi- ratory organs.| Pleurisy.Diseases ot the digestive or- gans.Neuralgia and other diseases of the nervous system.Fevers and epidemic disor- ders.Accidentally killed.Accidentally drowned.Deaths by other diseases.Total number of pupils de- ceased within the year.Classical colleges 2 13 3 6 5 — 29 5 1 6 Industrial colleges 1 1 1 3 8 4 18 2 3 5 Academies for boys 2 14 3 126 3 1 149 2 1 3 Academies for girls 1 5 2 2 6 128 7 10 161 1 1 10 12 Normal schools 2 4 8 14 2 2 8 37 6 11 14 262 14 19 371 3 7 1 3 3 11 28 The number of pupils deceased is 28.Last year it amounted to 66, although fewer institutions had made the desired returns.The number visited with serious disorders is greater, but if we consider the increased number of returns, the number of deaths is smaller in proportion to the number of cases of serious disease.The whole number of boys in all the establishments, included under the designation of houses of superior education is 9838, that of girls 14875.The number of day-scholars is 18108, of half boarders 2327, of boarders 4278.The number of catholic pupils in the universities is 348, in the classical colleges 19 'L in the industrial colleges 1832, in the academies for boys or mixed 3984, in the academies for girls 13241, and in the normal schools 123; total 21432.The number of protestant pupils in the universities is 88, in the classical colleges 751, in the industrial colleges 105, in the academies for boys, or mixed 2155, in the academies for girls 113, and in the normal schools 69 ; total, 3281.There are in ail, 266 pupils whose parents reside out of Lower Canada ; of these 8 come from New Brunswick, 96 from Upper Canada, and 162 from the United States.In the most important points, we find in this recapitulation of the statistics of superior education satisfactory signs of progress; and with respect to the unfavorable indications w’hich we have not sought to conceal, it is but fair to remark, that no substantial judgment can be formed unless the statistics of a series of years be taken in consideration, as a thousand accidents may occasion fluctuations less important than at the first partial glance they appear to be.It is also proper to observe that, in the classical colleges, the pupils in the four upper classes, who have ceased to study Latin grammar, are not included in the column relating to that branch of study.Table G contains the information transmitted by the School Inspectors, corrected and put into more perfect form, by means of that which reaches me through other channels.A slight discrepancy which may exist between the general synopsis and the small tables in certain of the Inspector’s reports ought therefore to excite no surprise.According to that table ttiere are 507 municipalities, 2568 schooL districts, 2015 school houses belonging to the Commissioners of Municipalities or the Trustees of dissentient schools, and 2537 schools under the absolute control of the department of public instruction, independently of the normal schools and model schools belonmim to them.Of that number there are 2353 elementary schoofs under the direction of School Commissioners, numbering 100,9S9 scholars, and 96 under that of dissentient trustees number- in» 2768 scholars., , The whole number of superior elementary schools, whether independent or under control is 243, numbering 13609 scholars, and the whole number of elementary schools both independent and un-der control is 2518, numbering 110,441 scholars.The number of teachers is 902.In 1856 it was S9«, the increase being 10.This small increase is an indication that a large number of teachers have retired ; several have done so with a view to the pension.It is certain that a considerable number of new teachers have devoted themselves to the work, and this is shewn by the statistics of superior education and those of the normal schools.The whole number of female teachers is 1850, in 1856 there were 1877, a diminution of 27, which is explained by the obligation imposed on them of obtaining diplomas.As a^ large number of female teachers have passed a successful examination before the board, besides those who were previously engaged in tuition, it is certain that a great number of unqualified teachers have been dismissed.This we find to be lhe cas -, both in the reports of the Inspectors, and the correspondence of the department.The number of teachers who hold diplomas and are engaged in leaching is 532 ; in 1856 it was 448, an increase of 84.The number of those who have no diplomas is 370: in 1856 it was 444, a diminution ol 74.The lay-teachers who still remain unprovided with diplomas are generally employed in the remoter parts of the province, and in 50 JOURNAL OF EDUCATION new settlements in which a greater latitude is necessarily permitted.Nevertheless, since the compilation of the statistical tables of 1857, many localities have been obliged to engage teachers, both male and female, who hold diplomas, and as soon as the question now pending relative to the creation of new ^boards of examiners shall have been decided by the Government and the Legislature, it is my intention to insist on the most exact execution of the condition attached to the apportionment of the legislative grant.The number of females holding diplomas, and engaged in tuition is 1100 ; in 1856 it was 303, an increase of 797.The number of females engaged in teaching, and unprovided with diplomas is 750 ; in 1856 it was 1574, a diminution of 824.The comparison cannot be carried further back, as several Inspectas, previous to 1856, included in their reports many teachers as holding diplomas, (particularly females) who held merely a certificate of qualification, given provisionally by the Inspectors themselves.This accounts for the great diminution apparent in the number of female teachers holding diplomas in 1856, when compared with that of the year before.The following table shews the number of diplomas issued by the Boards of examiners, and by the normal schools during the year 1857.The statement differs from that which is found in the former part of this report, in as far as it refers to the normal schools, because that included the whole period from 1st January, 1858, to the present date.NORMAL SCHOOLS.BOARDS OF EXAMINERS.NATURE OF DIPLOMA.Académy.Model school or superior primary Element, school.Total As in the last year, so in the present, there is a slight increase in the salaries of the teachers, but much remains yet to be done in this respect.There are still (unfortunaetly 112 male, and 1004 female teachers who receive each less than £25 per annum ; 419 male and 821 female teachers who receive from £25 to £50 exclu-siyely : 266 teachers who receive from £50 to £100 exclusively ; of the last there were|in 1856 only 196, so there is an increase of 70.The number of teachers receiving £100 and upwards is 29; in 1956 there were only 10.The number of female teachers receiving from £50 to £100 exclusively is 35 ; last year only 20.The highest salary given to teachers is £200 ; the highest to a female is £125.The number of parish-libraries is 96, containing 60,510 volumes.I have not thought it necessary to publish the table of books in use this year, as on the whole, they differ slightly from those of last year.Appendix B contains an account of the finances of the department and statistics particularly connected therewith.The first table is a continuation of the report relative to the distribution of superior education under the Act 19 Vic.c.54.It contains the name of each institution, the county where it is situated, the number of pupils and the grant for 1857, shewing also the grants for 1855 and 1856.The distribution for 1855 was the last made by the legislature, and as far as was practicable the two others were based upon it.To be continued.MONTHLY SUMMARY.EDUCATIONAL INTELLIGENCE.—The Rcvd.Mr.Pilote, Superior of the College of Ste.Anno Lapoca-tière, has recently left for Europe.He will visit Great Britain, France, Belgium and Italy.The main object of his tour is to visit the chief educational establishments of these countries, to complete the library and collections for the museum ot his college, and to inquire into the management of schools of agriculture ; the college having now an institution of that kind under its auspices.—The Montreal Catholic Commercial School, situated at the Corner of Côté and Vitré Streets, will, from and after the first of May next, be conducted under the superintendence of Mr.U.E.Archambault, who has obtained diplomas from the Jacques Cartier Normal School, in place of Mr.Doran, the present principal, who resigns.The English classes will be under the direction of Mr.Anderson.The french classes, under the direction of Mr.professor Gainot and the Principal.—Including the city of Philadelphia, there were in public schools in the State of Pensylvania, during the year which terminated on the first Monday of June 1858, 628,201 pupils; these were instructed during an average term of a little over five months, in 11,281 schools, by 13,856 teachers, at a total cost of $2,427,632.—The governor of the State of Nerv-York, in his recent message to the Legislature, states that the amount of capital of the school fund is $2,551,260, which shows an increase during the year of $24,868.The capital of the fund for literary purposes amounts to $269,952 ; the amount received for revenue is $16,411, -which is annually to be distributed to academies and used for the purchase of text books, maps, globes, philosophical and chemical apparatus for academies.The number of school districts in the state is 11,617, of school houses 11,566, of children between 4 and 21, 1,240,111; of children attending the public schools 842,137, of male teachers employed during the year 8,266, of female teachers, 17,887.Nearly 400 of the teachers hold diplomas from the State Normal School.The total receipts of the public schools from the State, district taxes, rate bills, during the year were $3,792.The school libraries contain 1,402,253 volumes.— We make the following extracts from the City superintendent’s annual report en the condition of the schools : The system of public instruction in the City and County of New York, as organized by the Board ol Education, in accordance with the provision of the existing law comprises a Free Academy for the collegiate education of boys; four Normal Schools for the instruction of teachers ; fifty-seven Ward Schools, including fifty-one Grammar Schools for boys, forty-nine Grammar Schools for girls, and fifty-five Primary Departments for both sexes: thirty-five Primary Schools, forty-two Evening Schools, twenty-three of which are for male and nineteen for female pupils, and ten corporate schools.The number of pupils under instruction in the Free Academy is 775; in the boys' Grammar Schools 28,309; girls, Grammar Schools, 22,991 ; Primaiy Departments, 52,276 ; Primary Schools 21,096 ; Evening Schools about 20,000; Normal Schools, 856; and corporate schools, 10,507.The whole number on register in the several Ward and Primary Schools and Departments is 131,672, and tho average attendance 49,172.The whole number of teachers employed in the several schools under the charge of the Board is 1400 ; 200 of whom are males and 1,200 fema-males.—There are also 11 corporate institutions in different sections of the city, which participate in the distribution of the School fund, but are in no other respect under the jurisdiction of the Board.— Upper Canada Journal of Education.—The number of organised school districts reported for Michigan is 3,945, in which there are 225,550 children between the ages of four and eighteen years.The increase during the year has been 197 districts and 9,622 children between the legal ages.The reports of the last year showed an attendanceat school, of 162,936 children out cf 216,928,—or seventy-six per cent.The reports for the present yaar b dicate an attendance of 173,559 children out of 225,550— or seventy-sevm per cent, of the whole.As more than one hundred districts, maiutaining schools from three to ten months, failed to report the number of children in attendance, the above must be considerably less than the real number attending school during the year, exclusive of such as have attended seminaries, academies, and other schools.The average length of time schools have been maintained in the districts reporting, six months.The number of teachers employed has been 7,228, of whom 2,324 are males and 4,904 females.The’wages paid these teachers amount, in the aggregate, to$443,113 71, of which amount $118,084 14 has been raised by rate bill.The amount raised by voluntary tax upon the property of districts voting it, is $316,558 26.Of this sum $119,175 51 has been for building school houses. FOR LOWER CANADA.51 The amount of mill tax reported is §116,3C2 04, exclusive of ninety-nine townships that made no report under this head.The whole amount of money raised by township and district taxes, for educational purposes, as indicated by the reports received, is $551,004 44.To this sum add $107,395 13, the same being the amount of Primary School Interest Money apportioned at this office during the year, and we have $659,399 57, as the total amount expended for the support of Primary Schools in the State, during the past year, as indicated by the reports received at this office.The number of township libraries reported is 487, containing in all 168,977 volume-.Under this head 118 townships have failed to report.Many of the reports received are defective, and they often indicate great neglect on the part of officers having the libraries in charge.—Rid.SCIENTIFIC INTELLIGENCE.—The citizens of Montreal have recently presented Sir William Logan with a handsome piece of plate as a testimonial of their appreciation of the services he has rendered to, and the honor he bas confered on bis native country by his scientific researches and discoveries.An address wa3 made by the' Right Revd.the Anglican Bishop of Montreal, to which Sir William replied in appropriate terms.—It appears from the researches made by Dr.Benns, of Kentucky, that 10 per cent out of the deaf and dumb, 5 per cent out of the blind, and 15 per cent out of the idiots in the public asylums of the United States, are issue from marriages between first cousins; and that out of 757 such marriages, 256 have had among their issue individuals afflicted with one of the above mentioned infirmities.—It is asserted that Professor Mitchell has accepted the superintendence of the Observatory at Albany.The French Government has decreed the establishment of an observatory near Algiers and made ample provisions for its support.— On the nature of simple bodies.—The Comptes Rendus for December contains a long memoir by Despretz on his researches to ascertain whether certain of the so-called elements are decomposable.His laborious and careful investigations have led to no decomposition, and he announces the conclusion that the substances called elementary are really elementary or incapable of decomposition.The author should have added, that they were not decomposable by the methods he used, for it is not probable that there is nothing more to be done in this branch of research.His process consists in submitting the element — cadmium for example — to the physical and chemical regents ordinarily employed in analysis.He transforms it into an oxyd, then into salts of all kinds, decomposes these salts by chemical and galvanic methods, precipitates the metal at one time at the positive pole, at another at the negative, examines the crystalline form, turns it again into salts, which he decomposes, vaporizes the metal by means of the pile ; and thus causes an element to pass through a great number of different states, and still arrives at the same element.While rendering justice to the zeal and patience of Mr.Despretz, we have to regret that these good qualities have been here wasted, for the researches would be a hindrance to the progress of science if taken seriously.Dumas took upon himself the refutation of Mr.Despretz, and brought to the subject his well known ability.Since the radicals (elements) in mineral chemistry present the same general relations as those in organic, he believes there is reason for bringing the two branches more closely together If n is usually done.We can decompose the latter, and there is no proof that we may not decompose the former.The following are the conclusions in his memoir which will soon be published.(1.) The compounds which the three kingdoms offer for our study, are reduced by analysis to a certain number of radicals which may be grouped in natural families.(2.) The characters of these families show incontestable analogies.(3.) But the radicals of mineral chemistry differ from the others in this, that if they are compound, they have a degree of stability so great that no known forces are capable of producting decomposition.(4.) The analogy authorizes the enquiry whether the former may not be compound as well as the latter.(5.) It is necessary to add that the analogy gives us no light as to the means of causing this decomposition, and if ever to be realized, it will be by methods or forces yet unsuspected, —Ozonometry in tlic Crimea.—-During the Crimean war, the French army physicians, established three observatories forozonometric, thermometric and otter meteorological observations, morning and evening each day, and also for keeping statistics of diseases and deaths.Dr.Berigny, of Versailles, has in charge a reduction of the observations, and the following are his conclusions on the subject of ozone.(1.) Tho more the ozonometric test papers were colored in the open air, the more numerous were the sick that were taken to each of the hospitals.One of these hospitals was situated aty the general quarters at Sebastopol (Observatory No.1), the second at the south border of the Inkerman plateau (Obs.No.2).(2.) The higher the temperature the smaller the number of sick entered and also of deaths.(3.) At the three observatories, the ozone curve was essentially the same; and (4.) the same was true for the temperature.(5.) At observatory No.1, the less the ozone, the greater the number of deaths, whilst at observatory No.2 it was the reverse.This is almost the only positive result which science and humanity have derived from that destructive war, which has cost so much money and so many lives.—Every butcher is acquainted with the disease in the muscles of the domesticated hog, denominated 1 measles,’ and calls the flesh of such a hog 1 measly pork.’ It has long been known that those pea-like whitish globules (measles) contain a curious animal, namely, the perfect head and neck of a tapeworm, ending however, not in the long, jointed body of the regular tapeworm, but in a water-bladder.No traces of reproductive organs are to be seen.Such measles are found not only in the hog, but also in other animals, where they are better known under the name of Hydatids.For example, they are very often met with in the liver of rats and mice ; in the mesentery of the hare ; and even, though more rarely, in the muscles of man ; and those of the latter have turned out to be of the same species (Cysticercus Cellulosœ, Rudolphi) as those found in the hog.All the different species of this sort of hydatids are known in science under the generic name of Cysticercus.Again, other hydatids, varying from the size of a pea to a diameter of several inches, are occasionally found in the lungs, the liver, and otner organs of man, but more frequently in the liver and lungs of our domesticated Ruminants, such as oxen, sheep, and goat3.These hydatids are roundish bladders of a milky-white color, containing a watery fluid, in which swim many whitish granules ; each of these granules is, as a good lens will show, a well-developed head and neck of a Tænia, inverted into a little bag.This kind ofhyUatid, also, has been considered as a distinct genus of intestinal worms, called Echinococcus.Again, a disease frequently occurs in the brain of sheep, producing vertigo (German, Dreher, French, tournis).This was ascertained, years ago, to be caused by another sort of hydatid, appearing as a bladder, often of several inches in diameter ; and, as in Cysticercus and Echinococcus, filled with a watery fluid.On the outside of these bladders are attached a number (often hundreds) of tapeworm heads, all retractile into the inside of the bladder by inversion like the finger of a glove.This hydatid was considered by zoologists as a third genus, called Ccenurus.These three genera, Cysticercus, Echinococcus, and Ccenurus, formed until recently an order in the class of intestinal worms, called Cystica (Bladder worms, or Vesicular Worms).But we now know that all of this group are merely larves of tapeworms, and that the whole order of Cystica, being composed of larves of Cestoidcu, must therefore be dropped from our zoological system.This important discovery was made as follows.El hraim Gôtze, a German clergyman and naturalist of the last century, had noticed a singular similarity between the heads of some Cysticerci and those of some tapeworms.He had particularly noticed this similarity between the tapeworm of the cat ( Tania crassicollis,) and the Cysticercus which is found in the liver of the rat and mouse (Cysticercus fasciolaris).C.T.von Siebold, the most noted helminthologist now living, had observed the same thing, and in 1848 had already alluded to the possibility that all these Cystica might be nothing but undeveloped or larval tapeworms.In his system, however, he still recognized the Cystica as a distinct order of Helminths In the year 1851, F.Knchenmeister first proved by experiment that a certain hydatid when brought into a suitable place is developed into a tapeworm.He fed a dog with the hydatids (Cysticeicus pisiformis) found in the mesentery of the hare, and on dissecting the dog, after a number of weeks, found these Cysticerci alive in the small intestine.They had, however, lost their tail-bladder, and the neck had begun to form the joints of a true tapeworm, which worm had been long well known as Tænia serrata, and as common in the dog.Now, one discovery followed another.Governments, scientific institutions, and wealthy farmers furnished the money and animals to carry on the experiments on a large scale.Siebold fed a deg with he Echinococcus of the ox, and thus raised the Tænia Echinococcus, Siebold.It was also found in the same way that the Ctenurus from the brain of sheep is the larve of another Tænia of the dog, Tænia Ccenurus, Siebold.Now the question, whence does man get his tapeworm?was ready to be answered.It had been observed that the hydatids of the hog, commonly called ‘ measles ’ (in the zoological system, Cysticercus cellulosce.) have exactly the same head as the common tapeworm of man (Tania Solium, L.); and after the experiments mentioned above, in relation to the different tapeworms of dogs, a doubt could hardly exist that Cysticercus Cellulosce of the liog was the larve of the common human tapeworm (Tænia Solium).Knchenmeister, who wished to make sure of the fact, made the experiment upon a criminal who was soon to be executed, and, as was to be expected, with perfect success.Measles taken from fresh pork, and put into sausages which the criminal ate raw, at certain intervals before his death, were found again, in the post-mortem examination, as tapeworms in his intestine, and in different stages of development, according to the intervals in which the measles had been taken. 52 JOURNAL OF EDUCATION Thus it became clear, that all hydatids are tapeworm larves, which, when swallowed with the animal, or a portion of it, in which they live, by another animal, develop in the intestine of the latter.—Silliman’s Journal.LITERARY INTELLIGENCE.—The Historical Society of Montreal has just published the first number of its transactions.It consists of an 80.pamphlet of 63 pages with a preface ; in the French language.It contains a very interesting paper written and compiled partly by the late Commander Viger and partly by the Hon.Chief Justice Sir L.H.Lafontaine, Baronet, on the existence of slavery in Canada.The paper goes to establish the legal existence of slavery in Canada, for a time, both under the French and the English regime.The pamphlet bears the coat of arms of the society, which was founded by Mr.Viger, in 1857.Its motto is “ Rien n’est beau que le vrai.” The officers are : Patrons, the Hon.Sir L.H.Lafontaine, Baronet, and the Hon.D.B.Viger ; President, the Revd.H.Verreau, Principal of the Jacques Cartier Normal School ; Vice-President, R.Bellemare, Esq.; Treasurer, J.U.Beaudry, Esq., Clerk of the Court of Appeals and Secretary of the Commission for the Codification of the Laws ; Librarian, H.Latour, Esq.; Secretary, Georges Baby, Esq.—The Montreal Mercantile Library Association has continued, this year, their plan of obtaining as public lectures some of the american celebrities.Bayard Taylor and Elihu Burritt have been this winter among the lecturers at that institution.— A Scotch journal says : “ Another of the contemporaries of Burns, has been gathered to his fathers.James Neil died recently at Hurlford, aged 90 years.He had many reminiscences of the bard, which he was accustomed to relate with great glee.Among others we may mention the following ; They were plowing together at a match on the Struther’s farm here.Among the prizes was one for the best kept harness.Burns excited the mirth of the field by appearing with a straw harness, and the judge awarded him the prize for his ingenuity.Throughout the whole day Burns kept calling to the boy who aided him.“ Scud on I scud on, Davie ! If we be wurst, w'ell not be last.” — Burns, writing to his earliest patron, Gavin Hamilton, in 1781, thus expresses himself : “ For my own affairs, I am in a fair way of becoming as eminent as Thomas-a-Kempis or John Bunyan ; and you may expect henceforth to see my birthday inscribed among the wonderful events of Poor Robin and Aberdeen almanacks, along with the Black Monday and the Battle of Bothwell Bridge.”—See Lockhart’s “ Life of Burns,” p.110.ADVERTISEMENTS.PHILOSOPHICAL INSTRUMENTS AND SCHOOL APPARATUS.FOR SALE AT THE EDUCATION OFFICE AND AT iM Of the Chief Superintendent of Public Instruction for Lower Canada, FOR THE YEAR 1857.Price: 25 Cents.With rich cotli cover: 50 C(s.FOR SALE, AT THE EDUCATION OFFICE, A.T MOKTTREülIj AND AT THE PRINCIPAL BOOKSELLERS XÜXT M0ICTH.DBAX, & : lloutuul of ôWuatiou,” AND “JOURNAL DE L’INSTRUCTION PUBLIQUE,” O The two Journals bound together with a rich cloth cover.$2,00 Each Journal with same rich cloth cover.1,30 Each Journal in boards.1,12J N.B.Chamberlain & Sons, grateful for the liberal patronage of the past, would respectfully inform all interested in the purchase and use of Philosophical Apparatus, that they still continue the manufacture of the various Instruments for illustrating PNEUMATICS, HYDROSTATICS, ELECTRICITY, OPTICS , MAGNETISM, CHEMISTRY, &c., at the Freestone Block, No.260 Washington Street, Boston.Our sets of Instruments vary in size, to suit the wants of all grades of Institutions, from COMMON SCHOOLS up to Universities—the Common School set being equal in thoroughness of construction and operativeness with that of the University, the difference being ODly in size and price.All instruments are warranted to perform well every experiment for which they are designed, and no article will be sent from our establishment until it has been thorougly tested and proved to be operative by ourselves.After twenty-seven years of persevering industry and progressive skill of the senior partner, and seven of the junior partners, we, as manufacturers,| feel confident of our ability to furnish a class of Instruments which, in point of efficiency, style and workmanship, shall equal those of any manufactory, either in Europe or America.Our prices are manufacturers' prices, and will, we believe, compare favorably with those of any other establishment.Hlustrated Price Catalogues sent, on application to N.B.CHAMBERLAIN & SONS, 280 Washington Street, Boston.N.B.Chamberlain.H.B.Chamberlain.W.0.Chamberlain.These collections will be found useful for distribution ns prize books, in Colleges and Schools.Directors of Colleges and Academies, School Commissioners and Teachers generally, who will buy six copies, or any number over six, for that object, will obtain a DEDUCTION OF TWENTY PER CENT on the above prices.They will obtain their copies either at the Education Office, in Montreal, or at the Office of the Agent of the Department, Thomas Roy, Esquire, Quebec.A limited number of copies only being on hand, parties desirous ef securing them, will do well to send in their orders immediately.The terms of subscription to the “ Journal de l’Instruction Publique,” edited by the Superintendent of Education andi\I.Jos.Lenoir, will be five shillngs per annum and, to the “ Lower Canada Journal of Education,” edited by the Superintendent of Education and Mr.John lladiger, also five shillngs per annum.Teachers will re eive for five shillings per annum the two Journals, or, if they choose, two copies of either the one or of the other.Subscriptions are invariably to be paid in advance.4,000 copies of tbe Journal de l’Instruction Publique ” and 2.000 copies of the “ Lower Canada Journal cl Education ’’ will be issued monthly.The former will appear about the middle, and the latter towards the end of each month.No advertisements will be published in either Journal except they have direct reference to education or to the arts and sciences.Price—one shilling per line for the first insertion, and six pence per line for every subsequent insertion, payable in advance.Subscriptions will be received at the Office of the Department Montreal, by Mr.Thomas Roy, agent, Quebec ; persons residing in the country will please apply to this office per mail, enclosing at the same time the amount of thfiir subscription.They are requested to state clearly and legibly their names and address and also the post office to which they wish their Journals to be directed.Senecal, Daniel & Co., Steam Printing Esiablist ment, 4, St.Vincent St.