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struction, being led to reflect on the laws of the vegetable world and to a more intellectual examination of its beauties. But even here it is not desirable that a youth should divest himself of those first delightful impressions arising from the contemplation of natural objects, and all at once devote himself only to a serious and scientific examination of them; those who have any taste for drawing should be induced to delineate flowers at the same time that they begin to examine them more minutely, that they may not altogether lose the feeling of the beautiful while engaged in a scientific pursuit.

In the course of one half year the pupils examined from three to four hundred different specimens. This number is rather too great than too small; it is better to comprehend and seize the character of a few well than those of a greater number superficially. I am decidedly opposed to the mode of considering plants which, since the time of Linnæus, has been so much in fashion, according to which it is the flower only that the pupil is taught to look at, while the other parts are neglected, except when it is impossible to dispense with examining them. From such an unnatural mode of examining plants our pupils are quite secured, as they cultivate the gardens themselves, and carefully observe the whole development of the plants from the first sprouting to the time when the seeds are ripe.'

In attempting to make any change in established systems of education, it is neither wise nor practicable to attempt much at once. The resistance to change, which is by some remarked as a strong characteristic of our countrymen, is a quality that contains in it both good and bad; it makes us slow to receive even a palpable improvement, but it saves us also from irrational experiments. Without, then, maintaining that our school system should at once be so far modified as to embrace all the subjects which Raumer contemplates, we will ask parents and instructors just to consider if the following questions can be answered in the affirmative. Is it reasonable, or creditable, or decent, that boys of fifteen years of age and more, should know absolutely nothing of the simplest laws of mechanical philosophy? That they should know nothing of the growth, production, and manufacture of the various objects which are daily subservient to their necessities and pleasures? That they should be absolutely or almost altogether ignorant of the climate, productions, and geographical distribution of the animal, vegetable, and mineral kingdoms, and even of the moral and social condition of their fellow-creatures scattered over the globe? Is it reasonable that they should not know even arithmetic, or be able to

write their own language with tolerable accuracy? Such are very common results of an education misnamed 'liberal.' And, finally, is it reasonable that all this should be sacrificed to the supposed attainment of two dead languages? We say supposed attainment, for it is undeniable that, with the exception of the few good scholars, which almost every large school may succeed in producing, the mass learn next to nothing of Latin and Greek. It may be said, if they cannot learn Latin and Greek, they will learn nothing else. It is true, that if Latin and Greek were better taught, the pupils would learn more; but why should pupils be plagued with Latin and Greek, who really dislike the subject, and make little or no progress? Why not give them the chance of trying something else, for which they may have a talent, or in which they may succeed better than in dead languages? The consequence of compelling all to learn Latin and Greek, and allowing no other principal pursuit to those who have little taste for the compulsory one, is this ;—they learn a little Latin very badly, next to no Greek, and are ignorant of every thing besides. And thus the poor youth is deprived of one of the surest stays on which to rest his moral and intellectual character-the having some subject which can interest him and furnish him with his chief mental occupation. For it is a remark almost too trite to make, that a man is worth very little, however wide may be his range of study, unless he has some main pursuit, which will serve to him as a standard and a measure by which to judge of his proficiency in that which he knows with less accuracy. We may, then, fairly claim to have some new experiment tried, as the pure Latin and Greek system has been tried long enough.

Before we conclude, it will be necessary to say a few words about the education which we recommend as preliminary to the learning of Latin. It cannot be supposed that we contend that all study of language should be postponed till the pupil commences Latin at ten or eleven, or that we recommend the exclusive study of natural phenomena during the preparatory period. What then remains to be done? There is the vernacular language, the pupil's mother English, with which it would be very profitable for him to have a little more acquaintance. We believe there are some schools where young boys go through a course of English reading, which comprises books or extracts on a variety of subjects, useful and necessary to be known. The boy receives instruction on the subject-matter of his lesson, and is questioned on it, as well as on the meaning of the particular words. If, in addition to this, instructors would classify the

most important words of the lesson, writing them down on a black board, and demonstrating their meaning by comparison of passages in which they occur, a foundation would be laid for philological research far surer and stronger than that attempted by the usual meagre instruction in the Latin language, which is all the philological discipline that many persons ever receive.

ITALIAN EDUCATION*.

WE notice these two works by way of a supplement to our article in the last Number of this Journal on Italian education : the first is a manual for the guidance of masters in the elementary schools of the kingdom of Lombardy, and is, in great measure, a translation from a German work published at Vienna, for the use of the schools of the rest of the Austrian empire. It bears somewhat the stamp of German minuteness of detail; but it constitutes altogether a sensible and useful code of scholastic discipline. We have already stated that all children in the Austrian dominions, from the age of six to that of twelve, are obliged to attend the elementary schools; and for this purpose, in every commune or parish, a register is made out previous to the beginning of the scholastic year, of all the children of both sexes that have attained the former age; and not only in the village is this register made, but it comprehends also all the insulated houses and cottages, mills and barns, and other dependencies. This register, being verified by the rector or curate, is given to the visiting inspector, who is thus enabled to ascertain the absentees, whose attendance must be enforced unless there be sufficient grounds to account for it on the plea of illness, &c. Poverty is no excuse, as the children of the indigent are supplied gratis with the necessary books from the scholastic fund. The schoolmaster also must report to the local authorities the names of those pupils, who during the course of the scholastic year fail in their attendance, or discontinue it altogether. A certificate is delivered by the master at the end of the year to those who have attended regularly.

The master is particularly enjoined to impress on children by words, as well as by his example, the habits of sincerity

* Manuale dei maestri elementari, o sia compendio dei metodi d'insegnamento e d'educazione prescritti per le scuole elementari nel Regno Lombardo-Veneto. Milano, 1821, imperiale regia stamperia.

Codice ginnasiale, o sia raccolta degli ordini e regolamenti intorno alla costituzione ed organizzazione dei ginnasj. Milano, 1818.

and candour, of civility and tolerance towards one another, and of good manners and propriety towards all. The system of rewards consists in praising those who distinguish themselves, advancing them to seats of honour, delivering them testimonials marked bene or optime, registering their names in the book of honour, and lastly giving them at the examination useful books and prints representing the events of the life of our Saviour. With regard to punishments, it is absolutely forbidden to use any sort of corporal punishment whatever, any blow or slap, or pinching of the ears, &c., and any violation of this order will be considered as a grave political transgression.' Likewise fool's caps, or dunce's corner, or other degrading stigma, by which the feelings of delicacy and honour may be blunted in the breasts of the youth, are all forbidden. There are, however, inferior benches, and a black book in which the names of the negligent or refractory are registered; the latter are also made to stand, though never to kneel in the midst of the school; they may be sent away from school for a day or two after previous information to their parents; and lastly, with the consent of the curate, they may be dismissed from the school altogether, if there be no other means of preventing their bad example from corrupting others.

Particular injunctions are given concerning health and cleanliness, which matters are sadly neglected in other parts of Italy; the air of the schools must be frequently renewed; the school must be kept clean and dry, and moderately heated in winter; the master must look to the personal cleanliness and decent appearance of the boys, and speak to their parents on the subject, if it is necessary. Children afflicted with cutaneous or other infectious disorders must keep away from school until they are recovered.

The mistresses of the female schools are to take care that the girls be not too tightly laced, so as to injure their health. The schoolmasters are placed under a strict discipline. A candidate for the situation must have attended the lessons on method in one of the normal or superior schools, and be furnished with a certificate from the same; he must also have followed the practice of the inferior schools. A schoolmaster must pay proper deference to his superiors: namely, the director, the visiting inspector of the district, the rector or curate, &c. Any master who is guilty of a dishonourable offence, will be removed immediately. He must not depart from the system and books prescribed, though he may diversify and improve the manner of teaching.

The system of elementary instruction in reading and writing is judicious: pronunciation and orthography are especially

attended to, and the defective provincial accent and pronunciation so common in Italy, are particularly guarded against. The practice of mental precedes that of written arithmetic, and the latter is made practical by being applied to calculations of domestic and rural economy, familiar to most of the pupils. Four species of writing are practised, round, running, English and French hands.

Religious instruction is imparted by the catechist, and also by the master of the school. It is founded on the little catechism, and other books ad hoc, and on the gospels and the life of our Saviour. Passages of the gospel must be explained once every week to the children, who are afterwards to relate the passage, and explain it in their own words.

The following is the horarium of the schools. Minor elementary country schools having an upper and a lower class; three hours a day for the former, and two for the latter.

Normal or upper schools: First class: twenty-two hours in the whole week, of which six for reading; four writing; four arithmetic; five religious instruction; three elements of Italian grammar.

Second class: five hours' reading; three writing; four arithmetic; five religious instruction; three writing under dictation; two grammar.

Third class: six hours' religious instruction, including the explanation of the Bible; two reading; three writing; three arithmetic; three grammar; three writing under dictation; two introduction to written composition.

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Fourth class the course lasts two years. The first year thirty-three hours in the week, viz.: four religious instruction; three arithmetic; three geometry, applied to the arts; two civil architecture, as an introduction to drawing; three grammar and writing; three written composition; three calligraphy; two geography of the Austrian empire.

Fourth class, second year: thirty-three hours in the week as above, namely, three religious instruction; three stereometry and mechanics; one architecture; two grammar; three written composition; two calligraphy; two geography of foreign states; one natural history; two physics; one elocution; ten drawing.-We have noticed one omission, that of vocal music.

This fourth class is established for the purpose of teaching boys, who are destined for trade or mechanical professions, all that can be most important and useful for them to know, as there are but few technical schools, and these only in the chief towns and provinces.

Úpon the whole we consider this system of elementary

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