Abouzabel which gave a new era to medicine in Egypt, a glorious epoch for the imperishable sovereign.

Initiated in the different sciences which belong to the art of medicine, and which constitute the well informed man, the medical pupils became so many apostles, destined to spread the light of knowledge in the midst of a people still enslaved by prejudice and ignorance.

Henceforth the wonders of medicine and chemistry are no longer supposed to be brought forth by magic or by the devil.

The Ulima himself, at Marchi, has applauded the acquirements of the young girls, knowing the Arabic language, equally with those who studied in the mosques. "I have given an account of the structure of the organs explaining the phenomena of conception, the principal functions of life, the sublime discovery of Harvey, the chemical decomposition of air, the geometrical proportions of the Pelvis, Parturition, both natural and unnatural, and have quoted by turns, the names of Ferritie and Baudolvegues. Mother of all the schools established in Egypt-modelled by its regular organization, its order, and discipline-by the fees given to preserve it, the rewards awarded by the annual public examinations, worthy the royal patronage which presides over its destinies, and of the gratitude of the country-by the numerous scientific treatises which are, in some degree, naturalized by its removal,-the school of medicine has given the first impulse to the regenerative movement, and has not stopped one single instant, continuing, with success, the humane and intellectual task it has thus auspiciously undertaken."

FEMALE EDUCATION IN EGYPT.

[From Cheever's Letters in the New York Observer.]

A movement has been made by the Pacha recently at Cairo, in the cause of female education, which is most astonishing, and may produce important results. He has proposed to Miss Halliday, an English lady employed as a missionary teacher in Cairo, to take under her charge a female school of one hundred pupils; and the scholars with whom he begins the experiment, and sets the example to his people, in his desire to have them instructed, are his own daughters. The Princess of Egypt is the patroness of the new institu

tion, and Miss Haliday has been presented to her Highness, with the wife of one of the missionaries in Cairo as her interpreter, under the most auspicious circumstances, with the most pleasing reception. The charge of Miss Halliday in the proposed school commences the very day* on which I am. writing; but whether with the whole of the proposed hundred pupils immediately, or whether her teachings will be comparatively private till assistant teachers, who have been sent for, shall be received from England, I know not. I believe that to-day she begins her course of instructions in the harem of the Pacha, to be continued four hours each day except Friday, the Mahommedan Sabbath, and our own Lord's day. A movement of this kind in Egypt is astonishing to a degree that makes it almost incredible; nor can anything more evidently prove the largeness of the Pacha's mind, and his superiority to the prejudices of this obstinately ignorant and superstitious people.

The Supreme Disposer of all events only knows to what results this new movement may lead, or to what extent and with what success, it shall be carried on; but if it should proceed thoroughly and extensively for but one generation, it is certain that the Pacha has laid the foundation for an entire revolution in the habits of this country; a foundation indeed for the renovation of Egypt, and a preparation for the way of the Lord, an highway for the spread of the gospel, such as no other means could have effected.

ART. III.

- HOW SHALL I GOVERN MY SCHOOL.
[From the Presbyterian.]

MR. E. C. WINES, already favorably known to the public as a successful teacher and popular author, has just issued a duodecimo volume of three hundred pages, with the above title; of which we may say in a word that it embraces the results of much reading, reflection, observation, and experience, presented in a clear method, and in a style at once. pleasing and forcible. By presenting the topics he treats, in their order, we can best accomplish our design of giving a general view of his work. They indeed, form an excellent article of themselves.

*April 2d, 1838.

Begin your school by forming a regular plan of government; settle in your own mind the principles by which you will be guided in your little administration; propose to yourself certain definite results, and aim steadily at their attain

ment.

In forming your plan of government, avoid the multiplication of trifling rules; seize upon principles as comprehensive as possible for your administrative laws; and be careful to draw a broad line of distinction between your rules and those eternal principles of morality which have their foundation in the revealed will of God, and are therefore obligatory upon all rational creatures every where, and at all times. Let your pupils distinctly understand, and feel that your will is the supreme law; establish your authority upon a firm basis; and require invariable, unconditional, unhesitating submission to it..

Seek continually, by prayer, Divine aid and guidance in the performance of your duty; cultivate in your heart, and manifest in your life, a spirit of sincere, though unostentatious, piety.

Make the word of God your constant study, for the double purpose of becoming familiar with its principles and imbued with its spirit.

Strive, by all suitable means and on all proper occasions, to convince your pupils that you love them; that you sympathize with them; and that you desire their improvement in knowledge and virtue.

Formal lectures on moral subjects, delivered with unction and in simple style, will be productive of happy effects on your pupils; attend, therefore, assiduously and affectionately to the discharge of this duty; but do not rest there: seize the occasions, as they rise in the daily occurrences of the school and conduct of the scholars, to enforce more pointedly the principles and dispositions of virtue; and, above all, teach by example even more than by precept.

Do not confine your attention to your pupils to school hours; let it embrace also, as far as practicable, their seasons of relaxation and amusement.

Be reasonable in your requirements; be firm in exacting obedience; be uniform in your mode of governing; be impartial in your treatment of all under your care.

Take an early opportunity, after becoming acquainted

with your pupils, of conversing with each privately; make their dispositions and habits your constant study; and as far as may be, adapt your management of each to his individual peculiarities.

Court openness, candor, and confidence from your pupils; accustom them to regard their faults as diseases, and you as their moral physician, capable of giving them wholesome advice, and pointing out appropriate remedies.

Endeavor to excite in your pupils an interest in their own improvement, moral as well as intellectual; and point out clearly the means whereby this improvement can be effected. In speaking to your pupils of their faults do not overlook their true source, depravity of heart; yet, in animadverting upon any particular offence, qualify your censure by introducing, when you honestly can, some commendation of the culprit, and always by laying a stress on the means of improvement, and the hope and expectation that these means will be employed.

Endeavor to produce in your pupils a cordial concern for

their faults.

In treating what we have denominated the moral diseases of your pupils, look for occasional relapses; do not expect too much immediately from your best exertions; patient continuance in a course of judicious management and instruction will certainly, in the end, be crowned with success.

Maintain a sleepless vigilance over your pupils, but with as little appearance of it as may be; mark the beginnings of evil, and use your utmost endeavors to counteract and overcome them; and cherish with parental solicitude, the feeblest developments of good feelings and principles.

Speak often and freely to your pupils of the peculiar dangers and temptations to which the young are exposed, especially those incident to their position as members of a school; point out and urge upon them the means of overcoming these dangers, and resisting these temptations.

Endeavor as far as you can without sacrificing more important considerations, to sweeten the necessary restraints and labors of your pupils.

Punish as sparingly as you can, and always with evident grief and reluctance; never in an angry or revengeful spirit, nor with reproaches on your lips; but do not attempt to dispense altogether with the use of the rod.

By simple explanations of the nature, objects, means, and advantages of education, endeavor to awaken in your pupils a love of learning for its own sake, and to incite them to diligence in seeking it.

Finally If you would govern with complete success, and have the influence of your government upon the character of your pupils of the most desirable kind, you must know how to control, and you must control, the public opinion of your school; you must be able to make it tell, and you must make it tell, in support of law, order, and virtue.

ART. IV.-ENGLISH UNIVERSITIES.

[From Hollinshed's Chronicle.]

In my time, there are three noble Universities in England, to wit, one at Oxford, the second at Cambridge, and the third in London; of which the first two are the most famous, I mean Cambridge and Oxford, for that in them the use of the tongues, philosophie, and the liberall sciences besides the profound studies of the civill lawe, physic ke and theologie are dailie taught and had; whereas in the latter the lawes of the realm are only read and learned, by such as give their mind unto the knowledge of the same. In the first there are not onlie diverse goodlie houses builded four square, for the most part of hard freestone or bricke, with great numbers of lodgings and chambers in the same for students, after a sumptuous sort, through the exceeding liberalitie of kings, queens, bishops, noblemen and ladies of the land; but also larger livings and great revenues bestowed upon them, (the like whereof is not to be seene in anie other region, as Peter Martyr did oft affirme,) to the maintenance onlie of such convenient numbers of poore mens sonnes as the severall stipends bestowed upon the said houses are able to support.

When these two schooles should be first builded, and who were their original founders, as yet it is uncertain; neverthelesse, as there is great likelihood that Cambridge was begun

*In the reign of Elizabeth.