Education Abroad.

Generous Conduct.-The medical students of Mont-conquest, took most of us by surprise, and was genepellier have offered their services to the municipal

trained to wisdom, and that wise men make good subjects; and the extent of government interference is greater in China than in any other country. Yet the elementary schools are in private hands. The reason is that, since every public employment is bestowed as a reward for learning, a sufficient motive to attempt study is everywhere presented to the popular mind; so eager, indeed, are parents to see their children make a beginning, that the alphabet is always learned at home.

After learning to read, the pupil is placed under a private tutor, or goes to school, where his first task is to commit to memory a small manual of wisdom, no part of which is explained to him till he has committed the whole of it to memory. The first sentence in this manual tells the child that he is by nature good, and that, when he becomes bad, he is in a monstrous and unnatural condition. During the inward digestion of the first manual, a second and more difficult one is committed to memory, and so on with four others, on which also some commentaries are read. After this course of study, boys of inferior talent return home, utterly void indeed of scientific knowledge, and taking the globe for a flat disc, of which three-fourths belong to China, but penetrated, for all that, with the conviction that honourable sentiments are the best discipline; that, to be respected by others, a man must respect himself; that a man is bound to reverence his parents, and to lay down his life for his sovereign; that under no circumstances may a man do what is wrong; and that a man effects

more by trying to perfect himself, than by trying to reform his neighbour. Boys of superior talent, on the other hand, now for the first time enter a Government school.

In the lowest Government school, besides studying the works of the ancient sages and of Confucius, and commentaries upon them, the pupils are trained to original composition on subjects discussed in these works. This lowest Government course may also be gone through under a private tutor; but all who pass the testing examination with which it concludes can continue their studies only in Government schools. Many, however, at this stage leave off study to become elementary teachers or Government clerks.

The highest obtainable degree entitles the graduate to immediate State employment, but few are able to take it, so difficult are the compositions, and so minute the knowledge of Chinese history required. In cases of extraordinary merit, the Emperor himself presides at the graduation, and then the fortunate scholar is made a member of the Imperial College, where he is employed in drawing up State-papers, till the Emperor takes him into his own more immediate service, or makes him a mandarin, or sends him on some special mission.

As a general rule, girls are taught only reading. Accordingly, Quan-tung is the only province in which girls' schools are knowu to exist, reading being in their case also learned at home. For all that, some of the best historical works have been composed by

women.

Proceedings of Societies.

THE SCOTTISH CENTRAL ASSOCIATION OF SCHOOLMASTERS.-The Scottish Central Association of Schoolmasters met on Saturday the 14th October, in the Academy, Alloa. Mr Macturk of Tillicoutry read a paper on "Compulsory Education." In it he argued that every child had a right to as much education as would make him a good citizen, and that the public is bound to protect itself from the evils of ignorance and its consequent crime. Com pulsory measures are adopted for the supression of crime, and may also be adopted for its prevention. This latter principle is that on which half-time acts are based, moral suasion having failed to check the growing evil of withdrawal from school, arising in many cases from the cupidity of parents. Government had declared that children under a certain age should be allowed to work in factories only half-time, and to attend school the other half. This arrangement is found not to work well, and in many instances to be evaded. Evening schools which attempt to remedy the evil usually prove of little avail. The

cases where true progress is made are the exception, and not the rule. Half-time acts, evening schools, and all other expedients which attempt to educate the child, and, at the same time, make him productive in the labour market, have proved conclusively that both cannot be accomplished, and that therefore some other method is necessary to secure to the child his right to a thorough elementary education. This can best be accomplished by some educational test, and not by direct compulsion. The reading of the paper was followed by a lengthened conversation, in which most of the members spoke in favour of an examination previous to leaving school to engage in work. A committee was appointed to consider and report if any, and what measures the Association could adopt to prevent early withdrawal. For want of time the "Heads proposed by the Educational Institute of Scotland as suitable for the basis of a National System," were remitted to the committee, and to be considered at next meeting.

knowledge of botany, and it was also the subject of loud regret of the upper classes, who were constantly repairing to Kew, that they had not been taught. Botany is an integral part of the instruc tion in the medical schools, but from want of early preparation it is the most wearisome part of the course of teaching. Medical men, druggists, manufacturers, are commercially interested in the subjec', and all of us are interested in the matter of food and clothing. Referring to the marks of design in flowers, Mr Henslow took two examples from the

COLLEGE OF PRECEPTORS.-Botany as a Branch of Instruction in Ordinary Schools. -The Rev. George Henslow, M.A., F.L.S, gave a lecture on the above subject, on Wednesday evening 11th October, to a well-attended meeting of the members and friends of the College. The importance of science generally was assumed by the lecturer, who therefore dwelt only upon one or two points in this direction, and narrowed his subject still more by detailing only his own system of instruction. Botany was preferable in schools to some other natural sciences, as a means of training the powers of observation, and of develop-orchis tribe, of what he thought also proved the exment of the reasoning powers by the examination of natural objects. It did not, as in zoology for example, involve the destruction of animal life. Specimens likewise are always at hand. It can be taught anywhere. It is the readiest, simplest, and most practical science for teaching purposes. It cannot be learnt by listening to lectures, nor by books. It is essentially a science of observation. To observe can only be learned by observing. A man may have a profound knowledge of the classics who still could not distinguish between bearded wheat and barley, between the yew and the fir. This would arise from the neglect of the observing powers. The cultivation of taste and the development of the reasoning powers by mathematics and logic are not antagonistic. The equal development of all our faculties is what is really wanted. The effect of the training of the observing powers remains after the | object has passed away, in greater intelligence and quick perception of things in general. We are led to grasp minutiæ and to generalise accurately. The lecturer referred to the village school of Hitcham, where the children were taught botany. While the knowledge of the flora of the district was continually extending, every day the children finding new specimens, the effect on the general intelligence of the scholars was vouched for by the government inspector. In the natural system of the vegetable kingdom, hasty generalisation was checked-another useful part of mental discipline. Observation and comparison of a number of points in every group, must precede classification. Again, the theological importance of natural science ought to be regarded. It more than any subject leads to a reverence for the first great cause. Professor Sedgwick justly referred to the "wholesome exercise" of natural religion that Paley enjoyed. Proofs of wisdom, of goodness, and of creative power constantly meet us in our investigations. Professor Henslow, writing in 1851, expressed his opinion that the mastery of little difficulties in nature was the source of constantly unalloyed pleasures. Natural science is the best antidote to the morbid tendencies of the day; religion is an abstract thing except through science. Still the utilitarian may object to mental pleasures not to be turned into £ s. d. Dr Hooker, however, remarked that he received regrets from every part of the world daily that his correspondents could not utilise their travels for want of a

istence of a "humour in nature." These plants, which take the most fantastic likeness to butterflies and other insects, or, as has been said of one, “a lurid reptilian look," are endowed with most peculiar means of dispersing their pollen upon the stigma, which from the position of the organs would appear an impossibility. In the remarkable adaptation of means to ends, we see evidences of design in many other plants also. There is a broad line between the educational and the instructional parts of botany. The instructional is far from unimportant, though the least important. It is often the most showy, nevertheless, and the only part pursued. An herbarium is the first thing a teacher should aim at. Every kind of illustration is of use. A vast number of objects in economic botany and structural botany are easily collected. Beautiful diagrams come next in value, and are abundant. The lecturer illustrated his lecture with a large number of pictures and examples, and concluded an address of extraordinary interest, with memorabilia of the late Professor Henslow, a filial tribute of reverence and affection to a gifted parent, from whom the lecturer acquired his knowledge and love of botany. The lecture excited the admiration of every speaker in the succeeding discussion. Mr Jones wished that natural science were taught in every school, and believed that it was neglected from the overstraining of the examinational system. Mr Dyer thought the term " strosity" and "monster" ill chosen to express the deviation from a standard or type in the animal and vegetable world. They were under the direction of law as much as the most pleasing forms. He was pleased with the idea of introducing the evidences of design into science teaching. He advocated for its educational use the teaching of physiological botany, giving examples of its great interest to boys. Another advantage of natural science teaching is, that it promotes affection between children and their teachers, more so than any other subject. A degree of sympathy grows up from subjects studied in common, which nothing else can so well encourage. Mr Alfred Jones proposed the vote of thanks, remarking that his duty was to express what every one else felt. The lecture was a sign of the times. While gentlemen had at various times of late advocated science teaching from the lecturer's chair, and advocates of old plans had replied with counter arguments, no

mon

one had for a long while lectured upon the exclusive claims of the classics and mathematics as an educational course. He could not imagine a teacher understanding science and complaining of a want of time to teach it. The best type of teacher was one who combined science with language, not making either exclusive. The classics are thrown aside by the bulk of mankind, but natural science cannot. He who has been taught to observe, sees more in every thing that crosses his path than another can see, and by so much may be said to live more. Dr Hodgson remarked, that there were doubtless in nature many wonderful evidences of design. There is, however, danger in generalising from particular instances. A Spanish ecclesiastic shewed how providentially large rivers always ran by large towns, and small rivers by small towns. Some one equally profound had taken as a mark of divine goodness that death always came at the end of life, instead of in the middle or the beginning. The common nettle is infested with insects, but a hasty generalisation shewed that the stings of the nettle were designed to keep insects off. Science is exactly suited to early life, while classics are better fitted for the more advanced school age. Young faculties are extremely acute. If the power of observing is not early cultivated, the chance is gone. We interpose an opaque

book between the young and the object or picture in which he is interested. He had seen lately at the | Zoological Gardens two boys, each in turn, stopping at the hippopotamus: the one spat in the animal's mouth, the other endeavoured to throw a stone into its mouth. It was to him a painful sight; for, was he right or wrong in asserting, that boys whose whole pleasure was a vicious one, had never been taught anything of the structure of that or, indeed, of any other animal. Mr Henslow, in reply, gave his own experience of teaching botany to school children, proving the possibility of doing so by the success that had attended his own efforts.

SOUTH AFRICA. - We have received from Cape Town a copy of resolutions, agreeing to the formation of a Society, to be called the "South African Teachers' Association." Dr Dale was elected president; and Messrs Byrne, Short, and Close, were appointed, provisionally, vice-president, secretary, and treasurer, respectively. It was agreed that the superintendent-general of education be requested to deliver an inaugural address-to which Dr Dale assented at the first annual meeting to be held on the second Saturday in October (the 11th proximo), at 9.30, in the Educational Museum. We most heartily wish this Association complete success.

The Month.

two capabilities (neither Greek nor Latin more strict!), and that no ingenuous little denizen of this universe be thenceforth debarred from his right of liberty in those two departments, and doomed to look on them as if across grated fences all his life! For the rest I cannot doubt but, one way or other, you will by-and-by make your valuable indubitable gift available in Edinburgh, either to the young or to the older, on such conditions as there are, and I much recommend a zealous and judicious persistence till you do succeed.—Believe me, yours very sincerely,

MR CARLYLE ON NATURAL HISTORY AS A BRANCH | master will be strictly required to possess these OF EDUCATION.-Mr Adam White, the author of several well-known works on natural history, is at present making efforts to introduce his favourite study into schools. The Edinburgh Evening Courant states that "on his project, and on the general introduction of that delightful science into the curriculum of ordinary education, Mr White has been favoured by Mr Thomas Carlyle with a characteristic letter." And then it gives the following extract:-"For many years it has been one of my constant regrets, that no schoolmaster of mine had a knowledge of Natural History, so far at least as to have taught me the grasses that grow by the wayside, and the little winged and wingless neighbours that are continually meeting me, with a salutation that I cannot answer, as things are! Why didn't somebody teach me the constellations, too, and make me at home in the starry heavens, which are always overhead, and which I don't above half know to this day? I love to prophesy that there will come a time, when not in Edinburgh only, but in all Scottish and European towns and villages, the school

"T. CARLYLE."

There are two points which this letter suggests. The one is, the need that exists for the establishment of Professorships of the science of education in all our Universities. We have again and again had to remark how singular it is that the subject of education has received attention from almost none of our great thinkers; and how remarkable the contrast is in this respect between England and Germany, or even England and France. Here we have a man whom many regard as our greatest