Rector, to whom, and to the other Masters, it is no more than justice to say, that their learning, experience, fidelity and industry, entitle them to the entire confidence of the public.

The last

The vacation, lasting generally from five to six weeks, commences in the beginning of June, and ends in the midale of July. In addition to which there are the following holidays. From Wednesday afternoon, till Tuesday morning, at the Spring and Winter Sacraments. Christmas day, Newyear's day, Candlemas day, May day, King's birth day, Deacons' choosing day, and two or three days (at the discretion of the Lord Provost) after the annual examination. Friday of January is a holiday of very old standing. From a remote period it has been customary for one student from each of the four Nations in the Natural Philosophy Class in the College, to repair to the Grammar School towards the end of January, and, in Latin, request a holiday for the boys on the last Friday of that month. In return for this compliment, four of the boys in the Rector's Class repair to the College in the last week in January, and in the same language ask a holiday for the Students, first of the Principal, by calling at his house, and afterwards of the several Professors, by entering their halls, when the classes are convened. It is needless to add, that these juvenile orators are politely received, and their request granted. When a holiday falls on Friday, there is no meeting on the following day.

At the close of the Session, usually the last week in September, or beginning of October, Prizes are distributed for merit and good attendance, by the Lord Provost, who, on this very interesting occason, appears in fuli court dress, sword, &c. The interest which the public takes in this exbibition, is so great, that it has been found necessary to use one of the churches, the under part being occupied by the Magistrates, the Committee, the Masters, who appear in their gowns, and the Scholars, and the gallery by parents and their families. After a prayer has been said by one of the Rev. Members of the Committee, the Convener gives a summary of what has been done in the School, during the past year. Greek, Latin and English Books, in elegant bindings, are then distributed. Prizes for merit are given to one fourth part of the Boys in each class, who ranked highest on the average of the eight examinations, and for good attendance to those who have not been absent from any meeting of the school. On 3d October, 1825, 138 Prizes were given for Scholarship. For not being absent from any meeting of the school, during the year, Prizes were given to 255 Boys-and for not being absent from any meeting, during five years, Prizes were given to eleven Boys. Besides these books from the Corporation, gold and silver Medals are also given. The annual value of Prize Books, on an average of the ten years, since the formation of the Rector's Class, is L 96. 17: 8. Historical Account of the Grammar School of Glasgow.

BOSTON PUBLIC SCHOOLS.

The Annual Visitation of the Public Schools of this city was made on Wednesday last by the Mayor and Aldermen, and other members of the School Committee, accompanied by the President of the United States, Admiral Sir Isaac Coffin, Honorable Mr. Biddle, President of the bank of the United States, Honorable Mr. Saltonstall of Essex, Mr. Seaton, Editor of the National Intelligencer, the President and Professors of Harvard University, the clergy of this and neighbor. ing towns, and numerous National, State, and Municipal officers and functionaries. Notwithstanding the time allotted to the exhibitions of some of the schools was so short, as not to admit of full justice being done to the Institution, the Instructers, or the Pupils, the exhibitions were highly satisfactory to the visiters, and those parents who had an opportunity to witness the progress of their children.

[The particular methods of instruction adopted in these schools, would, we think, be interesting matter for the pages of the Journal. The account of the Public La tin School given in our 5th and 6th Nos. will be followed by articles on the other public schools of the city.]

*In the above passage an allusion is made to the classification of the students according to their respective places of nativity.

NOTICES.

WORKS IN THE DEPARTMENT OF EDUCATION.

A History of the American Revolution: intended as a Reading Book for Schools. By Samuel Williams, LL. D. New-Haven, 1824. 12mo. pp. 204.

The following extracts from the preface will serve to give an idea of the design and plan of this work.

bat the rising generation be made acquainted with the leading events which produced our separation from the crown of Great Britain, and our establishment as an independent nation, is an object of the utmost importance.

While in our schools and seminaries of learning, the rising generation are taught those branches of literature which are to fit them for the various duties to be performed under the government, either as officers or private citizens, a history of the origin and principles of that government should not be neglected. A work of this kind has long been wanted in our common schools-and to supply this defect, the present volume is intended. It was written as early as the year 1795; but was never before published, except in the monthly numbers of a periodical work of that day. From its early date, and the acknowledged correctness of Dr. Williams as a historian, it may be considered as a true and faithful narrative.

The publisher has spared no pains to make a proper division of the subject into chapters and sections, the better to fit it for the purpose for which it was intended --a reading-book for our common schools. We have also added, at the close of the volume, several orders and addresses of Gen. Washington, and other documents published at the conclusion of the war; together with the Constitution of the United States, and all the amendments which have been made to that instrument since its first adoption. These additions, it is hoped, will contribute to render the work still more useful and interesting.'

The idea of collecting Dr. Williams' papers on the revolution, and forming them into a school-book, was, we think, a happy and judicious one. The events which are thus detached for a moment from the body of American history, are well entitled to a separate attention; they form, in fact, of themselves, an interesting whole, highly entertaining and instructive. This useful volume is one whicn, we hope, will be adopted in every school.

The style of the work is chaste and correct, intelligible to children, and captivating by its natural simplicity. The moral and political tone of the writer is moderate, and avoids every useless amplification of circumstances which, in the hands of some authors, are so managed as to produce in the bosom of the young reader an exasperated resentment towards the land of his fathers. School-books like this, are admirably adapted to cherish a manly independence of spirit, and an enlightened patriotism. They furnish the means of inspiring the minds of youth with an early interest in the institutions of their country, and with a knowledge of

their duties as citizens.

This work is intended for common schools; but the style in which it is executed is vastly inferior to what it deserves from its intrinsic importance, and its literary merits. Better paper and neater cuts, would make it worthy of a place in any school, and would introduce it, perhaps, into families, where the interest of the story, and the simplicity of the style, will certainly make it welcome as a book for children.

Richardson's American Reader.-The American Reader, a selection of Lessons for Reading and Speaking, wholly from American authors, embracing a great variety of entertaining subjects of history, biography, divinity, laws, natural and moral philosophy, and of other branches of useful and elegant learning.-Furnishing numerous Specimens of American Eloquence: From the Presidential Chair, the Head Quarters of the Military Commander, the Seat in Congress, the Pulpit on various occasions, the Bench of the Judge, the Bar, Stations of Literary Honor, the Seats of the Muses, and from the Shades of Private Life. Containing Rules for the proper use of the Pauses, for graceful and persuasive Pronunciation, and for appropriate and impressive Gesture; to improve the Scholar in Reading and Speaking, while enriching the Mind with religious, virtuous, and useful Knowledge, designed for the use of Schools.--By Joseph Richardson, A. M. Third edition. Boston. 1823. 12mo. pp. 192.

A separate selection from American authors only, may we think, afford a pleasant and a useful variety in reading lessons. We should feel strongly inclined, however, to question the utility of such a selection, if used to the exclusion of a wide range of classical English authors. The tendency of such an arrangement would be at once to cramp and adulterate the style of American youth, in their exercises in written composition. For the style of school-books will, after all, influence, favorably or otherwise, that which the pupil falls into, when he is grown up.

An exclusive use of the Reader, however, was not, we presume, anticipated by the author. As to the general merits of this book there can be no question. The subjects of the lessons are judiciously selected; and the style is generally creditable to the compiler's taste, as well as to the talents of the writers from whom the selection is made.

Useful information and sound moral instruction characterise most of the pieces contained in this volume; and the names of their respective authors are a guaranty that no sentiment is inculcated, but what is worthy of an early place in the minds of those who are advancing to take their places in life as American citizens.

The Rational Guide to Reading and Orthography: being an attempt to improve the Arrangement of Words in English Spelling Books, and to adapt the Reading Lessons to the comprehension of those for whom they are intended. By William B. Fowle, Instructer of the Monitorial School, Boston. Boston, 1824. 18mo. pp. 160.

That Mr. Fowle has been very successful in this as well as his other attempts to lay a good foundation of early instruction, is proved not only by the general sale of this book, but by its adoption in the primary schools of this city.

The matter and the arrangemennt of this little volume possess much of originality both are happily adapted to the capacity of young children, and are excellently suited to aid a gradual and sure progress in the principles of reading.

One of the greatest merits perhaps of the Rational Guide is the minute attention which the author has judiciously betowed on the department of pronunciation. This part of the work will be found very serviceable in places where the style of pronouncing has not yet received a systematic attention.

The reading lessons which are interspersed with the columns, are simple and intelligible; they are all written in a very interesting style; and many of them convey useful moral instruction.

From a pretty extensive acquaintance with similar school-books issued from the English press, we are enabled to make a comparison which is highly favorable

to Mr. Fowle's. There is no work of the kind, as far as we know, which is equally well adapted to the use of beginners in reading and spelling; or which an instructer may use with so much advantage and pleasure.

BOOKS FOR CHILDREN.

Jane and her Teacher; or the Sunday School of Ellington. By the author of George Wilson and his Friend.' Salem, 1825. 18mo. pp. 72.

George Wilson and his Friend; or Godliness is profitable for all things. By the author of Jane and her Teacher.' First American Edition. Salem, 1825. 18mo. pp. 108.

These little volumes bespeak not only a heart ardently engaged in Sunday School instruction, and earnestly desirous of imbuing the young mind with a sincere and deep-felt piety,—but exhibit, throughout, no ordinary talent and skill in the management of a story for children.

Here and there the reader finds moral scenes of great beauty and power, such as cannot but leave a lasting and beneficial impression on the mind of all classes of children, but especially of such as attend Sunday schools. To them these volumes have a peculiar interest; as they are very judiciously written so as to embrace a series of Sunday school incidents, with their appropriate lessons of religious instruction.

ANSWERS TO CORRESPONDENTS.

Received since our last:

An article on Moral Education, to which we shall give an early place.
An account of Washington College, Connecticut.

Account of Public Libraries in Europe.

School Books, &c.

Leavitt's Easy Lessons; Second Book for Primary Schools; Scott's Lessons, (Collier's Edition;) United States Spelling Book; Lessons from the Bible; Cardell's Elements of English Grammar; Blair's Lectures, (Worcester's edition;) Bossut's French Phrase Book; Sunday Evening Lectures; Juvenilia.

An intelligent and zealous correspondent writes as follows.

To the Editor.

I know not what interest you may feel in knowing the opinions which are entertained and expressed by the friends and patrons of your Journal, respecting the manner in which it is conducted; but I will hazard stating a remark which several of my friends and correspondents have made, and which appears to me not destitute of truth. It is said that the Journal wants a more definite character: that it is too much a collection of facts with regard to what is doing in the business of Education, without any guide to distinguish what is praiseworthy from what is censurable. But a very small proportion of our community are prepared to admit with Capt. Partridge that a knowledge of military tactics is the most precious of all attainments,-or to think that certain late invectives against the inductive method of teaching, are entitled to any consideration. Now, it is not credited by any one, that you believe the sentiments expressed by these and many other writers in the Journal, to be consistent with a good mode of instruction. What is wanted, is that the work should possess some definite character; that the ed

itor should have some acknowledged principles, by which the value of other principles shall be determined.'

To the above complaints the editor would offer the following answer.

If the charge of want of definite character is meant to intimate merely that the various articles of which the Journal consists, do not speak precisely the same language, it only repeats the well known fact that among the many individuals who have turned their attention to the subject of education, there is not a perfect similarity of opinion as to the best method of effecting what in all cases is equally desired the improvement of instruction.

In this country, at least, if not throughout the world, the question of the best methods of instruction is but in the stage of discussion, and to aid such discussion was one important object in view in establishing the Journal. To accelerate the fair and proper decision of a question, no course is more conducive than that of free discussion, and full hearing on all sides. The editor is not without his own opinions and predilections on this subject:-they may be expressed in very few words. The editor's views on the theory of education are those which are developed in Professor Jardine's Outlines of Philosophical Education, and which were acquired under the personal instructions of that individual. These views are such as necessarily lead to a decided preference for the inductive method of instruction in all the branches of education; and that method the editor has found very successful in his own experience as a teacher.--On the subject of instruction considered as an art, it is unnecessary to say much: public opinion seems to be almost unanimously expressed in a preference for mutual instruction- A system which appears to be more or less successful according to the pains taken to unite with it the method of oral and explanatory teaching.

Such are the editor's own opinions; but he would be sorry to forget that they are his own, and to inculcate them to the exclusion of all others.

In the present stage of the progress of public opinion, there is a diversity of sentiment on some of these points; and it would be unfair to foreclose a decision. In the meantime, every thing that appears with the sanction of experience stamped upon it our readers will, we hope, treasure up as certain and valuable. To collect instructive facts is the leading object of the Journal. To this course of proceeding the work is pledged by its pospectus.

A leading object of the Journal will be to furnish a record of facts, embracing whatever information the most diligent inquiry can procure, regarding the past and present state of education in the United States, and in foreign countries. An opportunity will thus be afforded for a fair comparison of the merits of various systems of instruction. The results of actual experiment will be presented; and the causes of failure, as well as of success, may thus be satisfactorily traced, and be made to suggest valuable improvements.'

In the perusal of our pages, our readers will, we hope, keep in mind that our undertaking is one which is entirely new. The path on which we have entered is an untrodden one. No precursor has, by his success or by bis failures, done any thing to indicate the course which we ought to pursue. We shall therefore have to commit ourselves, in a great measure to the guidance of circumstances. All that we can promise, at present, is this, that our attention shall be devoted chiefly to the accumulation of facts, and the diffusion of information.'

At the close of the first year of the Journal it will not perhaps be premature to review the progress of the work, and to select whatever may be fairly considered as results confirmed by unquestionable facts. The statement of these points will naturally form the basis of a sound theory of education. Facts will speak for themselves; and we shall then announce those principles by which other principles are to be brought to the test, and by which consequently our future progress will be guided.

In the meantime, the safest course seems to be to proceed with the accumulation of facts, and the toleration of opinions.