Church, and the state of education in the Byzantine empire, digressed slightly to the Arabians, examined the Monastery and Parochial schools of the middle ages, and the polite education of the Knights. He described the extraordinary education movements which took place in those times-in the Netherlands, where Gerhard Groote, Thomas à Kempis, Rudolph Agricola, and Erasmus from Rotterdam, disseminated classical learning, and sound educational principles;-in England, where John Colet founded the Schola Paulina, and where Louis Vives contributed much to the enlightenment of teachers;-in Italy, where at the time civilization centered;-in France, where the first University was founded in Paris; and in Germany, where Guttenberg made the most beneficent human invention, and the son of a poor miner freed the Church, and emancipated the School.

In describing the great influence which Defoe's Robinson Crusoe exercised in those times on the minds of the educationists, the lecturer found an apportunity to speak

of J. J. Rousseau and his remarkable book on education. "Rousseau's Emile," said the lecturer, แ was a protest against the shallowness and demoralization of French life as it was during those times. Men were then nothing but artificial creatures, and Rousseau wanted to lead them back to nature. His object was, however, not to ennoble them afterwards by art, but to leave them in their natural state, and thus he committed the error of falling into the other extreme."

To a detailed criticism on Rousseau followed an outline of the " Philantropin," which was founded by Basedow, in 1774. He became thus the founder of the "Philantropinists," whose aim was "to raise education to a science, to make instruction not a mere trade, but the object of scientific research."

The example set by the Philantropinists had a very beneficial effect on the educational world, and made itself felt even in Austria.

In France, it was the great Revolution that paved the way to a better educational system; but no considerable improvement took place there before the July Government had sent a special commission to

235

Germany, to examine there the educational institutions of her various states, and espe cially of Prussia. The special Commissioner was Victor Cousin, and in his report he demonstrated "the immense superiority of all the German States, even the most insignificant Duchy, over any and every Department of France in all that concerned institutions of primary and secondary education."

France was not ashamed to acknowledge, and to adopt, the superior school organization of Germany; and, thanks to this circumstance, she possesses now a greatly improved educational system.

Singularly enough, Dr. Buchheim nowhere spoke of the Spanish system of the primary schools. It is noteworthy, and we shall, before long, make it the subject of a special article.

The lecturer gave a concise description of the greatest modern German educationist, Johann Heinrich Pestalozzi; and after having spoken of Diesterweg, Froebel, &c., he concluded with the following words:

"In conclusion of this, my imperfect sketch, I must make one more remark. It is an acknowledged fact, that the unrivaled educational development in Germany is chiefly due to the circumstance, that education is there really considered as a science, and that only duly examined teachers are allowed to exercise the profession of schoolmaster. The inference is easily made. When the great object of this Institution will be crowned with success, the educational standard will, in this country, be on a level with that of Germany.

Such is an abstract of an exceedingly able discourse, which we hesitated to mutilate, and which we would have given in full, had it not been too long for our pages. It contained hints of value, as well as an interesting summary of historical facts. It drew out the comments of the learned among its hearers, who generally regarded. it highly. Professor Leitner, who spoke with marked commendation of it, remarked, however, that the lecturer's ap plication of the Roman maxim, haud invita Minerva, was good and sound; but still he thought it necessary to say a word of warning respecting that maxim,-it was, that nothing could be more fatal to true education than to act upon the rule, that

the inclinations of the young are to be our chief guides in directing their studies. The first business of the educator is to

discipline the minds of his pupils thoroughly, and thus to enable them subsequently to come to a wise determination in the momentous choice of a career.

When, with sufficient 1 his own powers and inc ternal considerations, decided leaning toward ject or mode of activity indeed to disregard t Roman sage.

I

WAS at one time the sole teacher of a small, but paying school, in a thriving and populous village of Pennsylvania. I was young then-quite young—and had all the aspirations and feelings peculiar to my age. I had, however, been engaged three years in teaching, and was very well qualified. I trust that I may give myself that praise without reproach, when it is considered that I am now long past the middle age of life, and hold the position of Professor of History in one of the oldest universities of the United States. Besides this, I had a natural aptitude for imparting instruction to others-a quality not always conjoined with the possession of knowledge. As there was little pretension to aristocracy in the little place, it was not thought improper to admit the schoolmaster into "the best society," more especially as I was of respectable family, and, to a handsome face, added-this is on the authority of my wife-very polished and agreeable manners. There was one exception to this. The doors of Squire Pelton, except on set occasions, were closed to me. There was no formal prohibition of my entrance, it is true, but my reception was such that I never visited there, except on a set occasion, and rarely then.

I had thirty pupils-about half of either sex-and these were all above the age of ten. My two eldest pupils were above sixteen years old, and in all respects were a contrast.

Frederick Pelton, who was slightly the elder of the two, was a handsome boy, slender in form, erect in carriage, with fine, noble features; clear, dark-blue eyes; waving, light hair, and a sweet expression of countenance. He was docile, and to a winning and affectionate manner, added a

placidity which nothing My heart warmed to my ant pupil from the sta became a favorite.

Robert Gay, the other short, stout, and rather dark and expressive ey lips, which relieved his f ugliness; though his n stubby, his straight, thic lank hair, together with a calico pattern, mottled, freckled, were more than two handsome features. arrogant, self willed, and take offence, and almost s voked; and led the smal kinds of schoolboy misch to have no sense of ph would have made a model tion if the rack would groan or even a sigh from In point of mental abili nearly evenly balanced. to comprehend, and stron system of instruction, qui that in vogue at the time, I never allowed either to words of the text-books, give me the facts acquir language, and it was diffic used the best form of wor ference of character show The sentences of Pelton w and rounded; those of sharp, and epigrammatic. his language with ease and other jerked his sentence less and uneasy manner.

I had had charge of three months when I fo quently annoyed by little

hose perpetrator could not be detected. On one occasion, on entering the schooloom, I found a dead cat upon my desk. Of course, I had the present, which was in

state of semi-decomposition, removed, nd made some inquiry as to the generous Honor. No one could satisfy my curiosity. glanced around the school. The face of Pelton betrayed how much he was shocked _t the insult offered to his teacher; but a augh was evidently hidden below the surace of Gay's countenance. I felt satisied that he was the offender, but there vas no evidence beyond my own convicions-it was a silly matter at the worstand I let it pass.

The week after, when I went to the schoolroom on Monday morning, I found the desks turned topsy-turvy, the benches and stools piled in the centre of the room, and every thing in confusion. Upon the wall, just back of where my own desk had stood, was a figure, drawn with red chalk. Its object could not be mistaken. The egs were unduly long, and the head remarkably flat; but it was a very clever caricature of myself. It was done with much spirit, and the boys and girls, as they came in, recognized it as a likeness. To identify me better, however, the artist had caught a trick of mine. I had a habit, when engaged in any abstruse calculation, of perching my left foot on the highest round of my chair, resting my elbow on the top of my knee, and supporting my chin on the palm of my left hand. This was the position in which I was pictured, and it was cleverly done. Vexed as I was at the disorder, the caricature amused me exceedingly.

After having set matters somewhat to rights, I suffered the scholars to enter and seat themselves, while I watched their faces quietly. Pelton did not notice it at first. Presently he saw it, and then his face flushed, and he looked at me with a sympathizing air, as though he felt I must be mortified. Gay noticed the drawing at once, and gave a boisterous guffaw, whereupon the girls and smaller boys indulged in a titter.

As soon as quiet was restored, I ad

1

237

told them that I had fastened the windows on the inside, locked the door, and taken the key home. "Now," I said, "I care nothing for the drawing on the wall; it does not harm me, and, no doubt, amused the artist. It is not without cleverness, in its way, but such exercises are better on paper. The displacing the desks and benches gives trouble, and has not even the merit of being a.clever piece of mischief. It is simply stupid work. The only thing that vexes me is that the place must have been entered with a false key, for the door was locked this morning when I came. Does any one know of last night's work?" After a pause a little boy held up his hand.

"Well," I said.

"They saw a light over here, last night, from our house. Father said you must study very late."

No information was elicited, and study commenced as usual.

The following Monday the trick was repeated; but I had sprinkled dry ashes about the room, on the Saturday night. previous, and the footprints which were thus left behind showed the offender to be a grown person. I had told Pelton of my plan, and he was as disappointed as I when this fact was shown. He did not say so, but I felt that his suspicions, as well as mine, fell on Gay.

Other pieces of mischief-sometimes amusing, sometimes not-followed each other at short intervals; and, singularly enough, we could never trace them. I say "we," for Pelton used every means to track the offender, who, as he said, "disgraced the school, by persisting in such malicious and silly mischief." He was more vexed than I was, indeed.

At length, during the latter part of September, a little occurrence took place, which led, indirectly, to the solution of the mystery.

A friend of mine, in the village, had a young peach-tree in his garden, which bore fruit that year for the first time. It had only two peaches, and one of these he gave to me. I received it in the morning, on my way to the schoolroom, and, after

which he placed it on my desk.

"You were also the one who turned things topsy-turvy twice in the schoolroom. Here, in this portfolio, is the same caricature that you drew on the wall. The second fime, when I ashed the floor, you came in an old pair of your father's boots, so as to mislead me."

Well, it was only a joke," he said, sullenly.

"Possibly; but the denial was a falsehood. And, to-day, you took a peach from my desk."

"Who says that?”

"This stone, which is unlike that of any other peach grown here, and which I found, in looking for a towel, in your drawer. I am sorry-very sorry for all this."

readily promised to keep the matter quiet, but it gave me a lesson of value. I became slow in making favorites of my pupils, and never fixed guilt on any particular one without clear evidence.

I am happy to say that Frederick did not turn out badly in the long run-at least, he never did any thing outrageous that I heard of. He has made a fortune in business; and is thought by some to be a very honest man, though his enemies accuse him of being tricky. Gay studied engineering, and built railroads all over the West for some years. He is now serving as colonel in the federal forces.

The names are fictitious, of course; the facts are as set forth. The story may serve to amuse, if not instruct the reader.

"Yes, ma'm."

But, my child, you have such a bad memory, that when you are told to do only two or three things, you are sure to forget one. Try to recollect, this time, what I want. You have so many good qualities, you are so neat and so careful, that I can not bear to send you away; but your forgetfulness is insupportable."

"That is true, ma'm; but it is not my fault that God has given me such a poor memory."

Listen to me, now. I want you to go to the market and buy a cabbage, some lard, pepper, and some cheese, for dinner. Do you hear?"

"Yes, ma'm: a cabbage, some lard, pepper, and some cheese, for dinner."

"Some onions and some carrots, for the

"No, ma'm: some onions and some carrots, for the soup."

"A shoulder of mutton, a pound of chocolate, a pound of coffee, seven pounds of sugar; you must be sure not to forget the sugar, Mary, for we have not a bit of it in the house."

"No, ma'm; I'll not forget the sugar."

"Remember, too, when you pass Mr. Dupont's store, to tell him to send me ten yards of the calico I selected yesterday; also a spool of black thread, and a piece of narrow, black ribbon." "Yes, ma'm."