inclination for study in any department, he encourages it to the utmost of his power, and never leaves in a lower rank any but those whom nature herself has condemned to labour with their hands alone. The variety of examples, which he has under his eyes, and the habit of observation, have so perfected his judgment, that he ascertains the capacity of a child with a kind of certainty; and not only does he assort the parties, and their vocations, but he knows how to employ all the resources of emulation in order to hasten their progress. We need not, therefore, be surprised if the results of this able management should to some appear miraculous. He pointed out to us a youth of 12 years old who was presiding over a working class, and desired him to show us his own performance. The boy took from his portfolio some eclogues of his own composition, which he read to us in Latin, in German, and in French. His Latin was pure, the style correct, and the composition displayed both imagination and taste. M. Paulet informed us that he was not a gentleman's son. He had not put him to general literature until his taste for it became evident; and in order to give us an idea of the rapidity of his progress, he assured us it was only fifteen months since he began to learn Latin. He afterwards introduced us to a lad of 14 years old, who was directing a class in geometry, and begged that we would question him on the subject. The youth answered us with presence of mind and accuracy; and without hesitation read to us a comparative estimate of parallel passages from Horace and Boileau, in a manner to prove that he could already judge and feel literary excellence. We remarked a boy of nine years old who was directing a class of six scholars in drawing, the greater part of whom were older than himself. We saw from his portfolio some specimens of his talent, which, it appeared to us, could scarcely by possibility be the work of a child of such an early age. One of the pupils who was standing motionless and without employment near a barrier, excited our attention. We learnt from M. Paulet that this youth was in a state of punishment; and that, except in very grave cases, where the offender was deprived of his uniform for a longer or shorter time, all the punishments of his school were reduced to a compulsory inactivity; the duration and form of which varied according to the nature of the offence. He told us that he did not interfere personally with judicial sentences; that they emanated from a council which had established rules for their guidance; that for himself, he avoided even being present at such deliberations, as much for the sake of removing from the exercise of justice every influence independent of the law, as to place those whom he had made the depositaries

of it under a necessity of employing their own judgment, which thus became strengthened by use.

He said that, in difficult cases, the council often deputed one of its members to request his assistance in the deliberation; and that, at such times, he confined himself to giving his opinion together with the reasons for it clearly expressed, as if he were merely one of the party; after which he withdrew, to leave the judges at liberty to decide according to their own conviction. A subaltern officer, of ten or twelve years old, here interrupted him, to report a scholar of an adjoining room, whom he had condemned to an hour's inactivity. We went to see the culprit: M. Paulet inquired of him why he was under punishment. He replied that it was for having answered the sentinel, who had commanded him to speak low. "I am surprised," said M. Paulet, "that you, who know so well the necessity of silence and order, should put yourself in a situation to be punished by a younger boy." He praised the sentinel for knowing how to make himself respected by attending to his trust; and the officer for having done his duty, notwithstanding the pain it must cost him to punish a comrade. "Off duty," he then said to us, "all my boys are equal; but, as I require that the police be rigid, it is requisite that discipline be respected."

We returned to the saloon of arts to hear some music: we there found a complete orchestra, whose leader, a youth of fifteen, played very well on the violin, and led the band with much precision. They played symphonies, in which each one took a part by turns, and executed them with much ease and admirable correctness. Another scholar performed afterwards a concerto on the harp, the composition of a comrade; and we heard afterwards a sonata on the harpsichord, composed by him who executed it; and this performance surprised us as much as all the foregoing. Time was wanting to enable us to hear one of the masters on the violin play alone: this boy, before he was fifteen, had composed an opera; in which, M. Paulet assured us, he had displayed much genius. We descended into the great hall, to see the boys at parade; and found all the pupils ranged in order of battle, in a line, perfectly steady and silent. The major, a young gentleman of sixteen, the eldest boy in the school, and president of the council, was out of the ranks, sword in hand: at his command the troop moved in double steps, in order to form a circle. Each officer then reported the behaviour of his troop for the last twentyfour hours. The accused were admitted to justify themselves: witnesses were heard, and deliberations taken; and, as soon as the judges had formed their determination, the major stated, in a loud voice, the number of offenders, the nature of the misde

meanours, and the appointed punishments. The troop then defiled in the greatest order, having at the head a band of twelve wind instruments (the band all pupils of the establishment), who played a march composed by one of them.

"You see," said our guide to us, "a sample of the manner in which we fill up our time. We rise at five o'clock, whatever the season; we have prayers; we arrange our rooms, and dress: we then take our breakfast of bread; after which we set ourselves to work. In order to avoid weariness, we frequently change our occupation, and we pass from one kind of study to its opposite, which serves as relaxation. We dine at eleven on soup and meat; and we are never more than twenty minutes at table. After dinner we march to the sound of the drum; or we exercise ourselves in the shed appropriated to gymnastics.

"The sound of the drum again recalls us to our sedentary pursuits, till six o'clock; when we quit them for supper. In the summer, after this repast, which consists of soup and vegetables, we usually walk again. In winter we treat ourselves with a little music; but at nine o'clock precisely all the house retire to repose. I have some workshops in my establishment, and the young people you see out of uniform are watchmakers, engravers, tailors, cordmakers, who have quitted work for Parade: they are subjected to the discipline of the house. There are a great number of others who want situations: I have been obliged to trust them out of my sight to other masters in their respective trades; but in order to preserve the good principles I have given them, as far as depends on me, I require them to come and pass their Sundays with my other boys. A portion of this day of repose is employed in various exercises of a religious nature; the remainder of it in useful recreations.

:

"Although my boys are always occupied, they are not overworked and you may judge of that by their look of health. Their progress is rapid, because I find infinite resources in the encouragements of honour, and in their attachment to myself. I have banished corporal and arbitrary punishments, because such punishments must be made daily more and more severe, in order to preserve their effect. The idle are enough punished by the little progress they make, and by the mortification of working under younger boys. Those who offend against discipline or the police are punished by the law: they have only themselves to blame for it: they see that I am always pained by their fault, and disposed to soften the rigour of their chastisement, if I were able to do so. You have seen that I give all credit to those who distinguish themselves. Praise gives, in good dispositions, a desire to merit it. I only seek a useful direction for self-love. I never

designedly inflict humiliation; but I sometimes pique a scholar who fancies himself very clever, by showing him his own ignorance. It is not so much the desire of prevailing in competition, as the love of acquirement, which I excite among my scholars. I keep a close look-out against the germs of envy, which rivalship might develop; and I make learning subordinate to moral character. My chief endeavours are directed to the education of the heart; and all my children are united by the bonds of mutual kindness. Religion they learn to know by its connection with morality. When sufficiently informed in its tenets to qualify them for communion, I occupy them afterwards only with the moral precepts and their application.

"As toleration is a branch of charity, I have not excluded Protestants from my house. Some of these the priests have attempted to disturb; but I have succeeded in being master within my own walls: these young persons, being educated in the religion of their parents, regularly attend divine service in the Swedish chapel.

"We have also some beginners whom you do not see here. I have reason every day to felicitate myself upon having offered lodging, food, and raiment to a certain number of young persons whose talents promise a brilliant career; and who have no means of maintaining themselves in the metropolis, although it offers them opportunities of gratuitous instruction. I have been obliged to limit the number to twenty-four; but perhaps I shall be able to multiply them hereafter: and I even entertain a hope of eventually extending to strangers the advantages which hitherto have been restricted to subjects of the king." He then described the plan of his projected establishment, in which he proposes to carry up to eight hundred the number of his pupils, comprising in this amount three hundred pensioners, to be lodged separately within the precincts, subjected to the same discipline, and brought up in the same principles. All those aids which may complete the education of a gentleman, and workshops for all the arts and trades, are united within these walls. The munificence of the king, and individual benefactions, which the respectable character of the above institution has attracted, make up the very considerable funds which such an undertaking requires; and nothing appears likely to prevent the immediate execution of it.

All persons whose position in the world gives them influence over establishments for education will undoubtedly find in this of M. Paulet a model as near perfection as the nature of human things admits of. Partial imitations may easily be effected; but the devoted zeal of its author is the great thing to be acquired. This extraordinary man found in his own heart, more than in

his genius, the means of doing extended good. His pupils are his children in the most energetic sense of the word; and the tender attachment with which they repay his cares is not the least touching circumstance to be remarked in this numerous family. When the head of the institution walks through his work-rooms; when he pauses to question them, it is not respect mingled with fear that their manner expresses: confidence sparkles in their eyes, and you may see that they are speaking to a friend.

It is difficult to decide whether this good man is not more happy than he is respectable. The enjoyments of his sensibility are as extended as those of his beneficence: and to that no limits can be assigned.

When any of his pupils (being arrived at an age to reap the advantage of their education, and to benefit themselves and society) find an advantageous post, he sees them depart without regret. The end of his solicitude is fulfilled, and his benedictions accompany them; and the tears of joy which he sheds when informed of their after success, or upon receiving testimonies of their gratitude, sufficiently prove that there are pleasures of which one may not tire.

Perhaps the generous heart of some rich man will be opened by this example to the desire of creating for himself a happiness so pure: to merit the respect of the present generation, and the homage of posterity.

Happy the country which should give birth to such a citizen!

Extract of a Letter from the Rev. Mr. Dumont.

"March 1788. I have been to M. the Chevalier Paulet's to-day; and have spent more than two hours at his house with inexpressible satisfaction. I am conscious of all the difficulty of appreciating an establishment of education. That which is obvious is the least part of its excellency, which lies much more in what is not exposed to view. We must follow the pupils to their bed-rooms, to their sports; study the impressions made upon. their hearts; calculate the power and effect of the habits they contract; and possess understanding enough to foresee whether or not the impulse generally given to the minds of the pupils is calculated to make good men and true citizens. You must be aware that two hours of observation are not enough for enabling one to decide upon the intrinsic value of a plan which requires a long experience before judgment ought to be pronounced upon it. M. Paulet is a very superior man, who has considered reality, and not ostentation, in all his regulations. His pupils appear to me discreet, modest, laborious: everything corresponds with the account I received from M. Pictet. I have read several exercises in