At

body in movement, an unusual anxiety to please and to shine. Nobody is at leisure to receive his caresses or attend to his questions; his lessons are interrupted, his hours deranged. length a guest arrives; it is my Lord, whom he has heard you speak of twenty times as one of the most worthless characters upon earth. Your child, Eugenio, has received a lesson of education. Resume, if you will, your systems of morality on the morrow, you will in vain attempt to eradicate it." You expect company, mamma, must I be dressed to-day ?" "No, it is only good Mrs. such-a-one." Your child has received a lesson of education, one which he well understands, and will long remember.-Mrs. Barbauld.

MATERNAL INSTRUCTION.

That man is happy, who is taught from the cradle nothing which he must unlearn when he comes to riper years. The baby nonsense of the cradle often enters into the character of the man; but when so good and wise a being as a well educated mother, presides over the incipient stages of infant thought, the child is far on, in the high road of knowledge and wisdom. It may be true, that there have been men who have overcome a bad infant education; but they have been few this was the historic meaning of the fable of Hercules strangling the Python in the cradle. The tales of the nursery prated by affectionate ignorance, are the worst of serpents: they reach the heart and the brain in the lullaby, and leave their poison forever. To overcome these evils is worthy of an apotheosis. The minstrels of every age have sung the powers, the charms, and the character of woman; but it is only the moral and Christian philosopher who places her a divinity in the nursery.-Salem Observer.

INTELLIGENCE.

AMERICAN SUNDAY SCHOOL UNION.

From the Second Annual Report of the American Sunday School Union, it appears that there are in connection with the society 400 auxiliaries, 2131 schools, 19,298 teachers, and 135, 074 scholars. The increase of Sabbath scholars in connection with the society, during the year, is 42,377. It is estimated that there are 180,000 Sabbath scholars in the United States, and 1,080,000 in the world.

The following paragraphs extracted from the Report, are recommended to the attention of all who may be concerned in organising or conducting Sabbath schools; and there is a propriety in presenting them to our readers at the present time, when several religious journals are urging, from week to week, the importance of Sabbath school instruction, and recommending the continuance of these schools during the winter season.

"We are happy in being able to report, that there have been, both in this country and Great Britain, manifest improvements in the mode of conducting Sabbath schools. One of these, in which your managers cannot refrain from expressing their most hearty concurrence, is the limitation of scripture lessons, and the allotment of the same lesson to the class or classes which may be engaged in the study of the holy scriptures. Though your board are pleased with the diligence which is exhibited in committing many passages of the word of God to memory, they cannot refrain from saying, that they consider the number of verses recited no unequivocal evidence of the advancement of your scholars in divine knowledge. The words which are learned today, may be forgotten tomorrow; but what is clearly understood and forcibly felt, may remain to enlighten the mind and purify the heart forever. Your board would therefore recommend to their teachers, and they would urge it as a matter of first importance, that they discourage, as far as they can safely do so, the reciting of scripture lessons by rote, merely for the sake of repeating a great number of verses; & that they endeavor to make their scholars understand and apply to themselves the truths of revelation. In this endeavor, it is in the power of your clerical brethren to render you much assistance by explaining to the teachers, in Bible classes or otherwise during the week, the lesson to be recited on the succeeding sabbath.

Another improvement, the good effects of which are too obvious to be overlooked, is the establishment of juvenile libraries in connection with sabbath schools. In some schools, the privilege of using the library is the only reward of merit, and the forfeiture of that privilege the only punishment inflicted. But the benefit of the library is by no means confined to the scholars. By it a taste for reading is created in the older inhabitants of a neighborhood, and religious knowledge, communicated in the most instructing way, finds an entrance into families, to which it could gain access by no other means."

SABBATH SCHOOL IN EXETER, N. H.

In the Boston Recorder & Telegraph is published an account of the operations of this school for the past season; from which we make the following extract:

"A few weeks after this school opened in the spring, the superintendent, who has long and faithfully discharged the duties of that office, applied to the writer of this article, with a complaint that he could not obtain the proper number of scholars, and a request that the subject might be publicly discussed in the desk. He was answered that those delinquent parents and children whose hearts and consciences he would wish to awaken, would not be reached by addresses from the pulpit, as they were chiefly of that class who totally neglect public worship.It was also added that a more direct, and consequently a more successful method for filling up the school, might probably be devised. On the following Sabbath I went into the school, gathered the scholars around me, and after being enabled to fasten their attention by a familiar address, I requested them to unite their exertions in assisting to increase the school. The means which they must employ to accomplish the object, were minutely pointed out and illustrated. They were urged to engage in the work by every motive which the occasion suggested. A reward book,' and a printed certificate, signed by the superintendents, stating the number of scholars added to the school by their influence, were promised to every child whose exertions should prove successful. On the next Sabbath, fortysix new scholars were introduced by the children themselves.On the second succeeding Sabbath, fifty-six more were presented, and recorded on the catalogue of the school. In this way, the number of regular scholars was rapidly raised from about one hundred and twenty, to not less than two hundred and seventy; and with the exception of a few occasionally collected by the teachers, this increase was effected entirely by the instrumentality of young children. Beside those abovementioned, every thing like 'rewards' was discarded.

"The greatest possible degree of system in the management of the school, has been maintained. The assignment of regular lessons has been preferred to the custom, still prevalent in many places, of allowing the classes to recite, in an imperfect, unprofitable style, such portions of scripture and such hymns, as might suit their own taste and convenience.

"The teachers have met as often as once in two weeks, for

the purpose of being seriously addressed on the subject of their responsibility. These meetings we have invariably found solemn and interesting. Private meetings have also been held by the teachers, to supplicate a blessing on the school and all its interests. In addition to this, the teachers have, when convenient, met their respective classes on week-days, for the purpose of prayer and religious conversation."

MR. OWEN'S SCHOOL AT NEW-HARMONY, (INDIANA.)

Whatever we may think of Mr. Owen and his establishment in other respects, we are much pleased with his arrangements in regard to education. The following article is copied from the American Journal.

"There are 400 children belonging to the society, besides those of strangers from various parts of the Union. The number, when all are organised, will be sufficient to occupy three large buildings. Of these, one will be that known among the Harmonians by the name of the steepie house. Its dimensions are 60 feet by 40, height two stories. The upper part will serve for upwards of a hundred boys to sleep; the lower part is divided into workshops-shoemakers, tailors, carpenters, tinmen, stocking weavers, &c.—at which the boys all learn to work part of their time as a recreation from more studious pursuits, besides being occasionally employed in the fields and gardens, all of which are cultivated on the most improved principles of agriculture. All these exercises are substituted for the gymnastics of the old schools, and are equally strengthening for the body, and may be made the means of training them [it?] to activity and energy so useful in the common occupations of life. The boys already can make their own shoes, clothes, &c.; and, in a short time, may be able to furnish these articles to the whole community. At the same time, they learn intellectual arithmetic, geography, mathematics, &c. ; for trades are used instead of play, and as an amusement when the boys are tired of mental labor. One hundred and fifty girls of all ages are taught the same as the boys; that is, drawing, music, arithmetic, mathematics, natural philosophy, a little chemistry, &c. The older girls are divided into classes. One class takes, by turns, the cooking, another the washing, a third keeping the house in order, and a fourth the manufacturing of cotton wool; for there are no servants in the society: all work, never working long at the same time, no class occupied above half of a day at the same

work; which makes it easy and not fatiguing. Children have hitherto been unjustly treated; their time being made a burden to them, for want of occupation agreeable to their inclination. and faculties; for when properly managed, instead of being a burden, they might be made a help to all connected with them."

ACADEMY OF EDUCATION IN FRANCE.

In France, the training of instructers has been considered as having so essential a connection with the progress of education, as to have engaged a considerable number of the most enlightened and philanthropic gentlemen of the capital to form a society for the express purpose of advancing the art of teaching.

The Boston Patriot states, "that the late editor (Mr. Carter) of the U. S. Literary Gazette, contemplates the establishment of a seminary for the instruction of persons who intend to become teachers of youth. Such a seminary would be of practical utility, and we have confidence in the ability of Mr. Carter to superintend it."

COLLEGE IN PHILADELPHI A.

It is in contemplation to establish a College in Philadelphia, "where English literature, the sciences, and the liberal arts, shall be fully taught, unconnected with the Greek and Latin, and for admission into which there shall be no prerequisite of having studied these languages."

INFANT SCHOOL.-PHILADELPHIA.

At the Children's Asylum, in Southwark, a hundred children of the poor house have been taught according to the plans used in infant schools in England, and their proficiency is very striking.

INFANT SCHOOL SOCIETY.-BELFAST, (MAINE.)

A society has recently been formed in Belfast, the object of which is, "to establish and constantly maintain a school on the Monitorial System of instruction for children, principally between the ages of three and seven years." The society propose" to furnish instruction gratis to all children whose parents are unable to pay tuition." The following is one of the "Rules established by the Standing Committee, Oct. 23, 1826."

"A place shall be provided for the hats, bonnets, and coats, for each child separately; and the teacher will not lose sight of the benefit that may result from being early taught to have a place