Esther, the eldest daughter, married Rev. Samuel Hopkins of West Springfield.

Elizabeth, the second daughter, married Col. Jabez Huntington of Windham.

Anne, the third daughter, married John Ellsworth of East Windsor. Eunice, the sixth daughter, married Wm. Metcalf of Lebanon. Hannah, the ninth daughter, married Seth Wetmore of Middletown. Martha, the tenth daughter, married Rev. M. Tuttle of Granville, Mass. "When his daughters were of the proper age, he sent them to Boston to finish their education. Both he and Mrs. Edwards were exemplars in their care of their religious instruction, and as the reward of their parental fidelity, were permitted to see the fruits of piety in them all during their youth."

Jonathan Edwards, the elder, and Sarah Pierpont, his wife, had great advantages in their early education, the one being the son of Rev. Timothy Edwards, and the other the daughter of Rev. James Pierpont of New Haven. They were well matched and true yokefellows, each helping the other in the education of their children, of whom they had eleven, ten growing up to maturity.

President Edwards "kept a watchful eye over his children, that he might admonish them of the first wrong step, and direct them in the right way. He took opportunities to converse with them in his study, singly and closely, about their soul's concerns, and to give them warning, exhortation, and direction, as he saw need. He took much pains to instruct them in the principles of religion, in which he made use of the Assembly's Shorter Catechism: not merely by taking care that they learned it by heart, but by leading them into an understanding of the doctrines therein taught; by asking them questions on each answer, and explaining it to them. His usual time to attend to this was on the evening before the Sabbath. And, as he believed that the Sabbath, or holy time, began at sun-set the evening before the day, he ordered his family to finish all their secular business by that time, or before; when all were called together, a psalm was sung and prayer made, as an introduction to the sanctification of the Sabbath." Vol. 1, p. 46, Eng. Ed.

"Mrs. Edwards was a good economist, managing her household affairs with discretion and diligence. She was very careful that nothing should be wasted and lost; and often, when she did anything to save a small matter, or directed her children to do so, or saw them waste anything, she would mention the words of our Saviour, 'that nothing be lost,' which she said she often thought of as containing a maxim worth remembering; especially when considered as the reason why His disciples should gather up the fragments."

Their children were, Sarah, born Aug. 25, 1728; married Elihu Parsons of Northampton; died May 15, 1805, aged 76.

Jerusha, born April 26, 1730. Was betrothed to David Brainerd, the missionary, and died soon after him, Feb. 14, 1747.

Esther, born Feb. 13, 1732; married Rev. Aaron Burr, President of New Jersey College. Was mother of Aaron Burr, Vice-President of the United States. Died Feb. 7, 1758, aged 26.

Mary, born April 4, 1734; married Timothy Dwight of Northampton, and their son Timothy was President of Yale College. Died Feb. 7, 1807, aged 72.

Lucy, born Aug. 31, 1736; married Jahleel Woodbridge of Stockbridge; died October, 1786, aged 50.

Timothy, born July 25, 1738; married Rhoda Ogden of New Jersey; died at Stockbridge, 1813, aged 75.

Susannah, born June 20, 1740; married Eleazar Porter of Hadley; died 1802, aged 61.

Eunice, born May 9, 1743; married

Hunt of New Jersey, and

Thomas Pollock of North Carolina; died in 1822, aged 79.

Jonathan, born May 26, 1745; married Mary Porter of Hadley, and Mercy Sabin of New Haven; died Aug. 1, 1801, aged 56.

Elizabeth, born May 6, 1747; died Jan. 1, 1762, aged 14.

Pierrepont, born April 8, 1750; married Frances Ogden. Was Judge of U. S. District Court for Connecticut; died April 14, 1826, aged 76. Rev. Joseph Fish of Stonington, Harvard College 1728, had two daughters, Mary and Rebecca, who were, according to Prof. Silliman, 66 carefully educated in the fear of God, and in all that was requisite to their becoming ladies of the highest intelligence and refinement. Both parents were anxious to give to their two daughters, who were their only surviving children, the best education attainable in those times. At home they were personally instructed by their father in the elements of knowledge, and by both parents they were carefully trained to industry, economy, self-government, filial duty and affection. They were carefully guarded from the contaminations of the world, and a high standard of moral purity and feminine delicacy was ever kept in view, while their manners were formed to the graceful proprieties of life by that politeness which is only the expression in word and action of feelings of real benevolence, taking a lovely and deferential form Their studies and books, their domestic training in the duties of housekeeping, their needles and their pens, and the rites of hospitality and of personal and family religion filled their time, so that they were rarely without employment, and even casual idleness sometimes received a mild paternal rebuke."

"In Newport, under Mrs. Osborne, a celebrated teacher of young ladies of that day (whose interesting biography has been since published), both daughters enjoyed the advantages of superior instruction, and Mary Fish, the elder daughter, maintained an epistolary correspondence with her venerated friend during her long life.-Life, &c.

Mary Fenno, daughter of Ephraim Fenno, was born April 3, 1767. Her father, who resided in Middletown, placed her under the instruction of the Rev. Elizur Goodrich, D.D., of Durham, with whom she studied Latin and Greek, and is supposed to have been fitted by him

for Yale College, with other students. At times she would study her lessons in Middletown, and saddle and bridle her horse and ride over to Dr. Goodrich's to recite her lessons. She spoke both the Spanish and French languages. She married Henry Mansfield of New Haven, brother of the celebrated Col. Jared Mansfield, and was the mother of six children, one of whom was the distinguished Gen. Joseph K. F. Mansfield of the U. S. A., killed at Antietam. "She was the best educated lady in Middletown, and probably in the State. She was sensible as well as cultivated, high-spirited, and after her marriage transacted business to a considerable extent." She died Jan. 14, 1825.

The habit at once of Thrift and Benevolence.

The following extract, from a chapter in Barnard's Educational Biography, devoted to Mrs. Emma Willard, the distinguished principal of the Troy Female Seminary [Vol. I, p. 125–6], shows that Mrs. Emma Willard's mother [Lydia Hinsdale Hart] acted in the same spirit of large beneficent thrift, which was a characteristic of Mrs. Jonathan Edwards' household management.

In speaking of her domestic education, it is said of her mother, that "she was practical, quietly executive, severely but unwaveringly industrious; and although well educated for her day, and tenderly reared, and excelling in all the delicate fabrics of the needle, she had in full perfection the New England trait of making much out of little, and a little out of nothing. She had the true economy, not of selfish hoarding, but of industriously producing, carefully preserving, and wisely distributing. As an instance, on sorting the wool, as was the woman's part, after the shearing in the spring-when the best portion had been laid aside as material for the father's clothes, the second best selected for other men's wear, the third best for the women's wear, then family flannel and blanketing were to be provided for, and afterwards coarse remnants laid aside for mops. There yet remained scattered tags and burred clippings-to be burnt? No, not so. They were gathered by themselves, and her little girls, "Nancy and Emma," were quietly told by their mother that they might take their baskets, when their work was done, and carry it to the pasture field (where they loved to go), and scatter it upon the bushes which grew around the pond, so that the birds might find it to build their nests with.

Thoughtful, loving woman!-sublime in that charity which embraces all the creatures of God. "Gather up the fragments, that nothing be lost," she had read as the words of her loved Master, and in imitation of Him, she "considered the fowls of the air which your Heavenly Father feedeth." And it was this same wise bestowal of the fragments, in imitation of the mother by the daughter, which made the Troy Seminary a source of daily support and comfort through many years, to outside poor, numbering at times many families."

To be continued.

THE MODEL SCHOOL AT BRUSSELS.

Established by the Belgian League.

INTRODUCTION.

THE ECOLE MODÈLE at Brussels was established by the Society to indicate to the public the possibility of reducing to actual enjoyment the principles and methods of elementary instruction, and all the advanced notions of school construction, equipment, and organization, held by its members, or tried elsewhere, for children under fourteen years of age. Its proposed object is to secure the best mental and physical training of its pupils, without special reference to the amount or practical usefulness of the knowledge gained. "To train the senses to nicer discriminating power; to improve the retentiveness and quickness of memory; to develop the faculties of reasoning and the imagination and to give a healthy tone to the latter; to excite moral approbation and disapprobation for actions to which the terms right and wrong respectively and generally correspond; and especially to develop the bodily organs-these are the aims of the model school education."

The pupils, in age and social status, correspond to those of our public schools below the High School in communities with the average appreciation of education. They enter at the age of five and remain till fourteen or fifteen. They are classified into Kindergarten grade, which receives all under seven years, from which they pass into an intermediate school, where they remain till they are nine, and then become members of the Primary School, where they are taught in a general course for two years, at the end of which course a portion of each day is devoted to active preparation for some industrial pursuit. This Primary School corresponding to the Primary and Grammar grades of our village and city public schools, includes the Kindergarten, and the industrial methods of our advanced schoolmen. The school, as originally established, aims to be free to members of the association or League, but the resources at the command of the Board of Management have compelled the exaction of fees which amount to 150fr., or $30 a year.

SCHOOL CONSTRUCTION AND EQUIPMENT.*

The building consists of two stories of modest pretensions, as to size, cost, and style. The class-rooms all open into the central hall, and are arranged in two stories. On entering the school, you find yourself in a grand hall, to the left of which is the porter's lodge, and to the right a reception-room for the parents of the pupils and other visitors. There is also on this floor a room originally intended for a cloak-room, but now

*This account is drawn up from a paper read Oct. 13, 1880, before the Educational Society (London), by Philip Magnus, B. A., and printed in the Journal of Education (for November), published by Messrs. John Walker & Co., 96 Farringdon street, London,

used for models and general apparatus. Above these are the private rooms of the head-master, as well as a drawing-room and museum and library for the teachers. The class-rooms on the first floor open on to a gallery, which surrounds the central hall. This hall contains an area of about 4,230 square feet. There are 12 class-rooms, and the maximum number of pupils admitted into a class is 33. The accommodation of the school is consequently limited to 400. Each class-room is about 29 feet long, 22 feet broad, and 174 feet high, giving about 346 cubic feet for each pupil. In all the classes, the desks are so arranged that the light enters the room on the left-hand side. Every child has a separate desk, the form of which is not at present uniform in all the classes; but I understand that the question of the shape of desk is now settled, and that the inclination of the desk is 20°, and the seats are shaped and provided with backs, which are slightly curved. The most remarkable feature of the class-rooms are the black-boards, which are continuous round three walls of the school (forming a complete lambri or dado), the fourth wall being occupied by the master's desk and the ordinary black-board used for the purposes of demonstration.

REGULATIONS OF HOURS OF STUDY AND EXERCISE.

The hours of instruction are from 8 till 12, and from 1.30 to 4.30, thus giving seven hours' school work. This comprises some amount of recreation, and is inclusive of home work. Each lesson occupies three-quarters of an hour, and is followed by a quarter of an hour's recreation, in which the pupils, under certain general restrictions, are quite free. No home work, except in certain cases of carelessness, or for some special object, is given to the pupils. With respect to this point, it is thought that "nothing is more beneficial than evenings passed in the calm enjoyment of family life." In fact, an important feature in the school system is the endeavor to enlist the free coöperation and interest of the parents in the pupils' daily tasks and progress. A number of regulations are framed with this object. Of these, the best worth noting is that which recommends-in the strongest terms short of compelling it, which is impossible -that every pupil of the school shall read aloud, for a quarter of an hour, in the presence of his family, in accordance with certain rules, referring to position, etc., which are given on a circular sent round to the parents of all the pupils. There is, no doubt, much to be said in favor of such a practice. The practice is also rigorously enforced of requiring the pupils to answer all questions put to them by the masters in complete sentences, as a means of securing a good elocution, and, at the same time, of impressing more firmly on the memory the answer required. Discipline is maintained, as indeed it is throughout all schools in Belgium, without the use of corporal punishment, by the moral influence of the masters, by good and bad marks and weekly reports, and by a graduated system of punishments, the chief of which is the arraigning of the boy in the presence of his parents before the committee of the school. In those cases only in which the parents fail to attend are they requested to withdraw their child from the school. Here, too, the masters and the parents consult together over the discharge of a joint duty. The matter