At the Prytaneum,' which first claims our attention, the principal object contemplated is to offer to all, at an easy rate, the acquisition of sound scientific and classical knowledge, proportional to the wants of each; and to unite to this a system of good religious and moral instruction; and these not superficially or technically, a knowledge of words with an ignorance of things, but thoroughly and completely. These objects, in the details of the system, have been admirably preserved, and as far as we were able to judge of an engine so lately put in motion, we can bear witness that the practice proves the goodness of the theory. We will endeavour to give some account of the discipline of which we speak so favourably: our account must needs be imperfect; but even if complete in its details, it might fail to impress the minds of others with the same opinions as ourselves, for it is difficult to present such a picture of an institution as shall prove itself genuine in all its parts. So much depends upon the adherence to the rules laid down, so much more upon the spirit in which they are understood,-on the disposition, the intelligence, the mental character of the administrators, that however fair the outline may be, and however brilliant the colouring, we may yet have scruples in pledging ourselves to approbation. We may fear the influence of some ill-assorted element, temper, unsteadiness, or partiality, which may blight the whole scheme. The most that can be done is to state what is taught, and how it is taught; and in this latter point it is that the institution merits regard, because the object is not to produce effect sparkling, though temporary, but knowledge solid and durable. The genius of Locke and Pestalozzi have been invoked successfully: it is not considered sufficient that the boy should be taught, but he must likewise learn; the application, therefore, is made, not to the ear, to the power of memory over sounds, but to the reason. Whatever is really to be learned must be understood, and we know that under no other conditions can learning become knowledge. When education consists in stamping opinions on the youthful mind, the very objects of the sacred work are frustrated; the end to be kept in view is the development of principles, for these alone are the guides to knowledge and the motives to action which can with confidence be relied upon. In the different studies at Menars, no object, however simple, is passed over; an account of each is required. By a continual comparison of similarity and analogy, which must be for ever at work in the mind, the boy is forced to make for himself a classification, which, while it banishes all confusion of thought, teaches him at

the same time both his acquirements and deficiencies: it enables him to perceive and appreciate the different bearings which one subject has on another, all relative parts of one great whole; and it teaches him to advance surely, though slowly, in the developement of those faculties, and in the exercise of those feelings with which God has endowed him. The length of time required for completing the whole course of proposed instruction is eight years; but as this course is divided into three distinct periods, each embracing studies complete in themselves, it is evident that each boy will be governed in this respect by the state of his acquirements when he enters, and by the degree to which it is his design that they should be extended. Besides this, every course is gone over twice before the new one is commenced, and thus an opportunity of departure is offered when this renewal takes place. By the distribution of the courses, a combination is gained of the advantages of a regular systematic and general education, as well as of one peculiar and special. The evils to which most systems are subject, and our own in England more than all, is, that throughout the whole course there is but one line of study for all, whatever may be the different professions for which boys are intended: the soldier and the divine, the chemist and the lawyer, the physician and the banker, are all prepared in the same manner; but at Menars, by a distribution of three courses, this difficulty is avoided, and one or the other of the two latter courses, for the first is merely elementary, may be selected according to the wants or prospects of the youth.

The following is the order of the divisions. The first course embraces two, the others, three years each.

These two years of the first course are employed in learning reading, writing, arithmetic, geometry, and the elements of drawing.

The three years of the second course are devoted to languages, to general history, and the elements of mathematics. The languages taught are, of course, Latin and Greek, with German, English, Italian, and Spanish.

The studies of the third course comprehend the history of France, mathematics, chemistry, natural philosophy, political economy, general literature, philosophy, and general industry. The choice of languages is left to the views which the scholars or their parents have of what will be most useful to them. Religious instruction is given twice a-week, Thursday and Sunday; and in order that this may be of a nature adequate to its importance, great care has been taken that the minister intrusted with this charge should be one

of acknowledged talent and repute. It was intended in the course of last summer to appoint a minister of the church of England, to perform the same duty for our fellow-countrymen: for, although their number at the Prytaneum is at present but small, yet there is promise of increase; and, at all events, it is foreign to the intentions of the institution that this number, be it great or small, should be left unprovided in its worship or religious instruction, and be wanting in what many consider so essential an element of education.

Such are the advantages which Menars holds out—a complete literary and scientific education; or either the one or the other, according to individual wants. Many of the most distinguished scholars of France have interested themselves in its success, and have given their earnest approbation of its proceedings. The names of De Barante, Lacretelle, Laromiguière, and Andrieux, without mentioning any others, attest the opinion of the enlightened part of France in its favour. The method of teaching is that of mutual instruction. The classes are subdivided into eights, over each of which there is a monitor. These are under the direction of professors, and the whole is presided over by M. Xavier Sauriac, formerly principal of the college of Montauban, one in whom is found the happy combination of a cultivated mind, with a temper and energy which an office so responsible demands.

If we regard the spot where the Prytaneum is situated, none can appear more advantageous. Placed in one of the most beautiful parts of France, close to a road which connects Bourdeaux with Paris, on the banks of a river, which, by the castles reflected in its waters, presents a mirror of the most interesting portion of that country's history, surrounded by a park which is always open to its inmates for recreation, this infant establishment is daily acquiring fresh vigour; and by the advantages moral, intellectual, and indeed physical, (for neither the wholesomeness of the arrangements, nor the healthiness of the situation, should be forgotten,) which it holds out, it will soon have to extend its borders, and open wider its gates to receive the children of the stranger as well as of the native.

The next point of consequence is the discipline. Occupation is marked out and rigorously adhered to throughout the whole day. The boys are up at half-past five o'clock, attend prayers at six, prepare their lessons (étude) till a quarter past seven, when they breakfast. After this the first division is employed till a quarter past nine in mutual instruction; the second in language; and the third in French

history, mathematics, or general literature; after which they all have an hour for fencing, gymnastics, and other exercises. To this succeeds the preparation of lessons for the first division, language for the second, and political economy or natural philosophy for the third. At twelve they dine. After dinner they have military exercises for an hour. At half-past one, mutual instruction for the first division; languages for the second; and for the third, philosophy, chemistry, or mathematics. All the divisions have exercises in fencing and gymnastics, from three to four o'clock: after which, till half-past five, the first division prepare lessons, the second are at language, and the third at natural history or mathematics. From six to eight o'clock, the two first divisions study French, and the third, language; they then sup: meet at prayers at half-past eight, go to bed at nine, and at half-past nine the candles are all out.

On Sundays, festivals, and Thursdays, bathing in the summer, and a more particular attention to cleanliness, religious instruction, and church service, take place of the usual occupations. At meals, the same rule of subdivision by eight is observed in all the classes. Each monitor presides at his table, and sees that all is conducted with that regard to propriety and good manners which are due from one to another. The only other particular to be mentioned, is with regard to the sleeping apartments: these are large airy dormitories, perfectly clean, neat and cheerful; the rooms are long, and of a sufficient width, lighted on both sides by windows; and the beds are arranged at convenient distances, and allow room for each boy to have his table and washing-stand by the side, and all the other comforts which they can require.

Such is the institution in its outward form. The terms annually, including washing, medical attendance, and every other extra, are 407., to be paid quarterly, and in advance. Each boy is required to bring a certain number of things with him; but as some of these, viz., dress and furniture, are all uniform, the usual and most convenient mode pursued, is the additional payment of 201. the first year, for the purchase at the Prytaneum of the necessary supply; and in this sum will likewise be included all repairs and renewals, which in the subsequent years may be required. The list is as follows:-winter full dress suit, undress, summer full dress, undress, cap, hat, twelve shirts, twelve pair of stockings, twelve pocket handkerchiefs, six black neckcloths, two pair of shoes, six pair of drawers, six cotton caps, two linen trowsers, twelve towels, fork and spoon, combs and brushes, iron bed, matrass, woollen counterpane, cotton, carpet, washing things, &c. &c.

The mention of particulars even so minute as the above, is not without its use, since it shews, while the author of the institution prescribes cleanliness, what his notions are on that subject. The attention which is given to everything which can beneficially influence the mind, and superinduce habits of self-respect and proper feeling, is unremitting, and is indeed most admirable; for, what is it but the minutiæ of life which make life what it is? and in studying well these minutiæ, which to the unreflecting appear trifling and insignificant, in observing the connexion between them, and the results they are calculated to produce, in acting upon the conviction that there is not one, even the least of them, without its influence, consists one of the important elements of education.

The School of Arts and Trades is entirely separated, and indeed at some little distance from the Prytaneum. It is not so extensive as the former, since the number of scholars is limited to a hundred; four trades only are taught. For the purposes of common elementary education there previously existed a very adequate school. Boys are received at the Arts and Trades at thirteen years old, and remain for the space of four years. This school has the benefit of adding to the advantages of a common school those of an apprenticeship, with this incalculable difference, viz., that the moral and religious training which it is seldom the lot of apprentices to experience, are anxiously enforced. Indeed, the principles upon which it is conducted are the same as those of the Prytaneum, as they are both the work of one mind. The same desire which is shown towards the welfare of the richer is shown likewise towards the poorer boys: and to them is offered such an education as is hoped may be useful, not only in making them intelligent as well as industrious, but also respectable and virtuous; that they may be taught to become both good workmen and good citizens. In order to prevent industry itself from becoming useless if not pernicious, a knowledge of the social duties should form part of the instruction of that as well as of all other classes of society; and unless the labourer be taught the nature of the social system and the duties which it imposes on him, it is impossible for him to judge what are the claims which society has upon him, or even that it has any at all. The means of education are too often taken for education itself; and although this is true with respect to the education of all classes more or less, its consequences are more fatal to the poor. Enlarged society, with its interchange of thought and collision of opinion, with its rules and axioms impera