equal bravery; eighteen young girls, to whom an important post had been confided, perished in its defence; and in another part of the field forty-five men struggled against a whole battalion; but in spite of these prodigies of valour, the whole of Nidwalden was given up to fire and sword before the end of the day, and it would at this hour be a desert, were it not for the money which was sent from England, from Germany, from Denmark, and from every part of Switzerland. The morning after this fatal day, a great number of children were found upon the field of battle. Some of them, terrified by the events which they had witnessed, seemed to have forgotten both their own homes and those of their parents; others with heart-rending cries called for their mothers, while the elder ones sought them among the slain. Pestalozzi heard of these misfortunes, and hastened to the relief of the orphans. He remained with them in the open fields, feeding and con soling them till the Helvetic Directory granted them an asylum, A part of the convent of nuns at Stanz was assigned to them, and it was here that Pestalozzi undertook the difficult task of instructing children, in whose minds, for the most part, the germ of every bad quality was already planted, in consequence of the total ignorance in which they had been brought up. Nothing shook his resolution, or wearied his perseverance; he sought the easiest methods of fixing the attention of his pupils. Fearful of disgusting them by following the ordinary rou tine, he thought that to excite the developement of their faculties the children should be left to create rules for themselves from practice and experience. He imagined, that in this manner, those gifted with brilliant faculties, not being confined within a narrow circle, would be able to give the reins to their imaginations, while those of inferior intelli gence, being obliged to think for themselves, would supply by activity what they wanted in natural abilities. It was not a prepared system that Pestalozzi tried with the orphans of Stanz; the method which he followed was suggested to him by circumstances; and the situation in which he was placed, unfortunately forbade his having any fixed plan, His pupils were perpetually changing; those who had begun to profit by his instructions were taken away, and replaced by others, so that in fact no results could be obtained. Such of the inhabitants of Nidwal den as had escaped death re-appeared, and claimed their children; and Pestalozzi, instead of the gratitude that was due to him, met with nothing but reproaches and abuse. This state of things continued for a year; at the end of which time the French obliged Pestalozzi to quit the convent of Stanz, which they converted into a military hospital. The government of Berne then offered him the castle of Burgdorf, to which he removed his institute. A report obtained credit that he had invented a method which absolutely produced miracles; one would. have supposed, from the exaggerated descriptions of his admirers, that it was sufficient to become his pupil to acquire in an instant every talent and every science. Young people of family and fortune were sent to Pestalozzi: he took charge of their education, and he did wrong he undertook more than he was able to accomplish, and he failed. But let us not anticipate. The commencement was brilliant enough; Pestalozzi, when he increased the number of his pupils, required assistants; he associated with himself men on whom he thought he could rely; but instead of seconding his views, they looked upon the institute only

as a means of enriching themselves, and were as eager for money as Pestalozzi was for good works. This good man, who cannot even believe in the existence of evil, mistook their cupidity for zeal, and became in some degree their accomplice, by yielding to the plans of aggrandisement that they were unceasingly meditating. Naturally the education proper for the poor, could not suit the rich; it was necessary to make changes, and every day new methods were tried. Pestalozzi, who always instructs himself, consulted too much with those about him; he had no fixed plan, as we have before said; the time was spent in experiments, and the children learned nothing. The enthusiasm however that had been excited, still continued; the number of pupils was not diminished, on the contrary, the reputation of Pestalozzi had extended to foreign countries; Russians, Swedes, English, Germans, individuals, in short, from almost all the nations of Europe became his pupils. In 1804, the city of Berne, having resumed its grant of the castle of Burgdorf, Pestalozzi established himself in the castle of Yverdun, which the municipality of that town placed at his disposal. At that time, the greater number of the instructors were chosen from among the scholars. Pestalozzi thought by these means to form bands of friendship among his young people, and to excite emulation by the hope of immediate recompense; for the charge of instructing was considered as a distinction granted to merit and application. All his good intentions, however, were fruitless. While he imagined that harmony reigned in his house, the old and the new instructors were divided by envy and jealousy. To these vices they added dissimulation, and they never agreed together but in deceiving their principal. It is not to justify Pestalozzi that we accuse his coadjutors; we will be equally candid with regard to himself. He committed a great error in not confining himself to the education of the poor, and in letting himself be drawn into an undertaking which he had not the means of accomplishing. Pestalozzi's method, having been the result of circumstances, could not embrace a general plan; he created, whilst he applied it, and he applied it to that class of society to which it was the best adapted. His mode of teaching tends to the rapid developement of the faculties, and goes no farther: but the faculties once developed, then begins the difficult period of education. The difficulty however exists only in the education of the man of the world, and not in that of the labourer, whose future fate is certain if he possesses activity and intelligence, and in whom the wanderings of the imagination are checked by the immediate necessity for effective and constant occupation. Thus, then, the first pupils of Pestalozzi might with advantage apply those faculties which he had developed, to the management of the plough; their lot was fixed, and the education they had received gave them the means of ameliorating it, and of acquiring that knowledge which was necessary to the improvement of agriculture. In the young man destined for the world, and consequently exposed to more dangers, it was necessary to guide the faculties, and to prepare employment for them, in order that the first use made of them should be a good one. Otherwise this rapid developement would but have excited the passions, and instead of proving advantageous would have become a fruitful source of evil. At this epoch of the mind, it became, in short, necessary to follow a new system; but nothing had been foreseen. Whilst Pestalozzi and his

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assistants were trying experiments, the young people were left to themselves; and situation was the more dangerous, because, having been in some degree prematurely brought forward, they were in a state of moral excitement which required to be directed, and which study and order alone could regulate. How many young men have lost their most precious years in the institute of Pestalozzi! They were supposed to be prepared for the Universities, but when they came to be examined it was found that they knew nothing. They must then begin their education over again, or remain ignorant; the greater number chose the latter alternative, and failed in the great end of their existence, the perfecting of their intellectual being. It is not possible to cite one pupil of Pestalozzi among the higher classes, who has distinguished himself in any career whatever; and yet, what instructor can be more disinterested or more paternal? But then no man was ever less formed for being in fashion. If he had been permitted to go on as he began, much good would have been done, and much evil avoided. Fashion may stimulate superficial and factitious talents, but with the virtues and the sciences she has nothing in common.

Pestalozzi is completely the child of nature: he does not understand the subtleties and the distinctions of society, but as he lives amongst civilized people who follow those customs which have been established and consecrated by opinion, his ignorance produces dangerous consequences. An institute for females was also established at Yverdun. It was conducted by the daughter-in-law of Pestalozzi; that is to say, she took charge of the management of the house; the lessons were all given by the young instructors from the men's institute, who were chiefly chosen from amongst the poor of Stanz, and consequently were of very low birth. The young women, on the contrary, were of the best families of Germany, Switzerland, of Wirtemberg, and of Swabia. The habit of meeting every day, the perfect liberty, the intimacy which Pestalozzi encouraged, and which he in his simplicity mistook for brotherly regard, all this was the cause of many romantic adventures, which might have been soon lawfully terminated if Pestalozzi had had the management of them. But the parents of the young people were of a very different opinion, and made use of all their authority to prevent such ill-assorted marriages. Elopements and clandestine unions were the consequences of these connexions; many respectable families were thrown into trouble and confusion, and the young victims of

*Pestalozzi, in his method of instruction, employs geometry and arithmetic to develope the analytical faculties. Thus the child understands nothing but what he sees, and this method can be applied only to the elements of instruction. It is for this reason that we have said that Pestalozzi occupied himself only in the rapid developement of the early faculties. M.de Fellenberg follows the same system as far as it is applicable, but he changes his method in proportion as the child grows, and its mind expands. The method of Pestalozzi is founded on entirely opposite principles to those of Bell and Lancaster. It has more resemblance to the system of Mr. Owen of Lanark. Like him, Pestalozzi rejects emulation, rewards, every thing in short that he calls vain glory. The method of Bell and Lancaster is dogmatic. Those who know most, teach the more ignorant, not by unfolding the mind, but by communicating what they have in like manner learnt themselves from others. Pestalozzi will have every one be his own master, his own instructor. The method of Bell and Lancaster tends to communicate mechanical notions of things; that of Pestalozzi to conduct man to the knowledge of causes.

In the institute of Pestalozzi the pupils are taught reading, writing, arithmetic, the elements of music and drawing, geography, universal history, Latin, Greek,

woest ed 20 quigne bus adt negligence and improvidence long and bitterly lamented their irrepara ble imprudence. Pestalozzi could not remain ignorant of the events on that were passing around him, but it was impossible to persuade hims that he had occasioned them. He accused the distinctions and preju dices of society as having alone caused these disorders. As soon as the abuses which existed in the institute were publicly known, the establishment began to fall into decay. The instructors disputed greedily to amongst themselves for the spoils of Pestalozzi; under pretence of his d being old and of his requiring repose, they took from him by degrees the management of affairs; and one of his first assistants whom he had snatched from misery and obscurity, supplanted him entirely, though always acting in his name: this man is now at the head of the few pupils who still remain

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At Clindy, a little hamlet near Yverdun, Pestalozzi has established an institute for young women destined for the class of servants. They receive an education consistent with their situation in life, and which renders them capable of fulfilling their duties as enlightened Christians. We know some pupils of this institute, young Englishwomen, who do honour to Pestalozzi, and who prove, in spite of his numerous detractors, that he succeeds in the education of the poor. In this instance, notwithstanding his more general views, he does not aim at producing an equality which cannot exist without overturning society; he knows that there must be labourers, servants, and workmen of every kind; but always just and good, he would not condemn to ignorance this numerous and respectable class of persons, or deprive them of the rights and advantages of every intellectual being. He gives them an education suitable to them, and applies himself to the developement of their faculties in order that they may participate in the progress of the moral world. In this manner he ennobles every class without destroying the distinctions between them. Pestalozzi is perhaps the only philanthropist of this age, who has really made the happiness of the poor his object; but he has been misunderstood, and has never had justice done him. He has been praised to excess for qualities which he did not possess, and when the enthusiasm which he had excited was passed away, he was blamed in the most cruel manner, while the orphans of Stanz were forgotten. His faults were the work of others, who drew him in to commit them by deceiving him and taking advantage of his readiness to think well of every one. That he is weak, we do not pretend to deny; but he is good and charitable, and these virtues surely may redeem a multitude

French, German and English, According to Pestalozzi's plan, natural history and natural philosophy should also be taught; but the means were wanting, and these studies have been abandoned. There are two institutes established at Yverdun on the model of that of Pestalozzi (that is to say, the most useful parts of his method have been adopted), one for females, under the direction of Madame Niederer, the other for boys under Mr. Niederer, who was formerly one of Pestalozzi's teachers. At Coire in the Grisons, at Appenzel, at Basle, and at Arau, there are institutes on the same plan. In Germany the most celebrated schools are at Nuremberg and at Wisbaden. The elementary schools in Prussia and in Bavaria have adopted much of the system of Pestalozzi. In London, the Philological School in King-street, Bryanston-square, has adopted Pestalozzi's method of teaching in its application to the study of languages, arithmetic, geometry, and geography.

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The following is a list of the elementary works which are used in the Institute of Pestalozzi. Les élémens de l'enseignement du rapport des formes géométriques et du rapport des nombres, par Schmidt. Les élémens de Géographic, par Henning. Les élémens du Dessein, par Ramsauer. Les élémens de la Musique, par Feiffer.

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of faultser Pestalozzi does not possess the grand engine of the fashion able philanthropist. He has no elocution, he does not know how to make speeches; he confounds different languages together, and speakseld them all ill. He writes however most agreeably in German, and has d published a book, (as he expresses himself)" for the people," Leonard and Gertrude. Some parts of this book are written in a in a style ib of almost noble simplicity. There are no romantic adventures, ds brilliant incidents. The reader is conducted from cottage to cottage, and is made a spectator o of real life. It is very desirable that Leonard and Gertrude should be tra translated into English, and circulated amonged the lower classesno mid betasiqque virusedo bee presim mo badtear

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The Culdces were the primitive clergy of Scotland, and apparently her only clergy from the sixth to the eleventh century. They were of Irish origin, and their monastery on the island of Iona or Ikolmill, was the seminary of Christianity in North Britain. Presbyterian writers have wished to prove them to have been a sort of Presbyters, strangers to the Roman church and Episcopacy. It seems to be es tablished that they were not enemies to Episcopacy; but that they were not slavishly subjected to Rome like the clergy of later periods, appears by their resisting the Papal ordonnances respecting the celibacy of religious men, on which account, they were ultimately displaced by the Scottish sovereigns to make way for more Popish canons.

STAR of the morn and eve,
Reullura shone like thee,

And well for her might Aodh grieve,

A The dark-attired Culdee.

.

Peace to their shades! the pure Culdees
Were Albyn's earliest priests of God,
Ere yet an island o
of her seas

By foot of Saxon monk was trode,
Long ere her churchmen by bigotry
Were barr'd from holy wedlock's tie.
Twas then that Aodh, famed afar,
In fona preach'd the word with power,
And Reullura, beauty's star,

Was the partner of his bower.

"But, Aodh, the roof lies low,

2509 0And the thistle-down waves bleaching, Roof And the bat flits to and fro

Where the Gael once heard thy preaching,

And fall'n is each column'd aisle Where the chiefs and the people knelt.dia Twas near that temple's goodly pile molecule That honour'd of men they dwelt. 55 18 yun. For Aodh was wise in the sacred law,

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And bright Reullura's eyes oft sawo mat's good good coil.dr
The veil of fate uplifted' i tratto tobor on
Alas, with what visions of awe
boobs coed sva
Her soul in that hour was gifted
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2018 M 8 918 Bloods botadelpo team out promet al Dogs EVEN Khan size malodia patremst of asbadziw *The first edition of Leonazzi were printed at Tubingen, eight volumes have and Gertrude" appeared in 1781. steve 9: to The complete works already been published, but it must be remarked that this edition of his works has: been edited and much altered by Schmidt, who at present presides over the ruins of his Institute..

+ Reullura, in Gaelic, significs" beautiful star." Th