adopted in Italy. "In Italy," says Eustace,in his Classical Tour, "every bishop has his diocesan seminary or college, consecrated solely to ecclesiastical education, under his own inspection, and under the direction of a few clergymen of an advanced age, and of high reputation for sanctity and learning. In this seminary the candidates for orders in the diocese are obliged to pass three years under rigorous discipline, in the study of divinity, and in a state of preparation for the discharge of their ecclesiastical functions, before they are admitted to the priesthood." Some such system as this would perhaps be the most efficient that can be devised for the improvement of clerical education. The compo sition and delivery of sermons, and accompanying a parochial minister in his pastoral visits, would form an appropriate addition to the pursuits above detailed. The subject is, at all events, of sufficient importance to engage the attention, and to elicit the suggestions, of all well-wishers to the prosperity of our excellent and venerable Establishment. The remarks now presented, though otherwise unworthy of notice, may be, perhaps, of service in directing the minds of some of your readers to the consideration of a matter of great moment; and it is upon the ground of such humble pretensions that I take the liberty of requesting their insertion. MACARIUS. MISCELLANEOUS. Tothe Editorofthe Christian Observer. THOUGH far distant from my native country, my heart is not the less united to its interests; and whilst grateful for the innumerable blessings which it enjoys, my daily prayer ascends to the Father of mercies for their enlargement and continuance. In particular, I feel deeply interested in whatever relates to the welfare of British youth. Possess ing this feeling it will not be wondered at, that since my arrival in India, my mind has frequently reverted with deep regret to the contemplation of the mode of education as existing in England. My thoughts have lately been more fully turned to this subject by the perusal of a small tract, entitled, "The Instruction of the Rising Generation in the Principles of the Christian Religion recommended," from which I shall make an introductory extract. "Next to the preaching of the Gospel, which undoubtedly claims the highest place, it may be questioned if there be a plan of equal importance with the instruction of the rising generation in the principles of religion. As the instruction of children in the principles of religion is so very important, it will naturally be inquired what attention has been paid to it in England. "Ask them, Do you understand the character and perfections of God; the person and offices of Christ; the state of man by nature; the way of acceptance with God, through faith in the atonement and righteousness of Christ; the nature of regeneration and the office of the Holy Spirit in the work of our salvation? Their answers for the most part will demonstrate their total ignorance of the first principles of Christianity." Many eminent persons have expressed similar sentiments. For example The far greater part of the people of this kingdom know little or nothing of the religion they profess. They profess it only as the religion of the country in which they live." Beveridge. "I think the rectifying the education of youth to be a thing so important that, till it please God to awaken men to a greater sense than they yet have of its necessity and usefulness, I shall scarcely expect a reformation of our principles or manners."-Boyle. "Our national depravity turns greatly on these two things; the profanation of the Lord's-day, and the neglect of the education of children."-Fletcher. "Let those grand corrupters, licentious novels, licentious histories, and licentious systems of philosophy, be for ever banished from the hands of our youth; and in their room let that long neglected and almost forgotten thing, revealed religion, make a fundamental part of their education. Let them not be left to pick it up as well as they can from casual information, or a few superficial unconnected instructions."-Porteus. "The greatest and noblest work in the world, and an effort of the greatest prudence and skill is to rear and build up a man. Now the foundation of this great work is to be laid in childhood."-Tillotson. "Shall we not then consider with ourselves," remarks the writer of the tract above alluded to, "what can we do to prevent these mischiefs, and to entail blessings on our successors? What shall we do to secure wisdom, goodness, and religion, among the next generation of men? Have we any concern for the glory of God in the rising age ? Let us attend to the advice given in Scripture, Train up a child in the way that he should go, and when he is old he will not depart from it.' When the pious and benevolent heart surveys these mournful scenes, an earnest inquiry will be made, Is there any necessity that things should continue thus? The Scriptures should be brought into view, they should be read, they should be expounded. The scholars should be taught to venerate and love the word of God as the fountain of knowledge, as the best of books." Now we have abundant reason to rejoice, and to praise God, that effectual measures have in part already been adopted in order to do away the evils here complained of: witness our Sunday-schools, and our daily schools of mutual instruction. By these much has been effected towards lopping off the branches; but may it not be inquired, what becomes of the great national stock, I mean the public grammar-schools, in which a very large proportion of the youth who are to take the lead in society are educated? Having not only witnessed, but also personally experienced the baneful effects of the mode of education adopted in these schools, whenever the subject has recurred to my mind, it has excited feelings of the utmost regret; and I am anxious to forward home a few hints on it, for the consideration of those whose means and capacities entitle them to the office of rectifying the evil. My object is to propose the inquiry, Has any thing effectual been done towards improving the system of education as practised in the public grammar-schools of England? Need I offer any remark to point out the reality and extent of the evil? It has already been noticed by many eminent writers; and is it not a matter of wonder that in this age of benevolent exertion, a state of things so fearfully calculated to perpetuate national ignorance and guilt, should so long have been permitted to exist ? There are doubtless many exceptions; but I refer to the system of education generally practised in grammar schools. I would first advert to that part of the system which includes discipline. The means by which discipline is enforced in our grammar schools, will be found to be grounded upon wrong principles, and to be wholly inadequate to secure the results which are, or ought to be, aimed at. Especially objectionable appear some of the modes of punishment, which, whilst they are productive of distressing consequences to boys of susceptible mind, almost universally tend to render the vicious and untoward increasingly obdurate. In schools in which any system which deserves the name of discipline prevails, these barbarisms and barbarities (for scarcely can they deserve milder names) are wholly superseded. I might say much of the books made use of and the manner of teaching, of the time and unnecessary labour employed in committing lessons to memory, and many other subjects of importance, which would require a more ample space to discuss, than the limits of this communication will allow. I will only slightly touch, in passing, upon one or two points. For instance, in teaching a dead or foreign language, it is injudicious, not to say absurd, to put into the hands of the scholar a grammar composed in that language, and of loading his memory with rules of the meaning of which he is entirely ignorant. Here, in India, where we are required at once to learn and to make use of a new language, we perceive how objectionable are these and similar practices which prevail at home. Then, again, the grammar is made a mere harsh task, as indeed are all the lessons; whereas, by means of a well-devised graduated series of lessons, the pupil might be carried on rapidly and pleasantly, as in the national system, each part growing out of the former, and no new idea being admitted till the old one is fully understood as well as remembered. The plan of our grammar schools in this respect seems to be, to throw the burden upon the child, in order to save the master. The latter is at his post at the appointed hour to attend to the reddition of he task; or to punish the culprit (whether from indolence, accident, e inability) he fails to have master e it; but he is not with him as a "uide, philosopher, and friend," during his studies, and much less during his hours of leisure *. Without mentioning the deplorable waste of time, as well as the perplexity and distress occasioned to the mind of the student by this procedure, the knowledge which, after all, he attains, in a great measure fails, as to any practical use, for want of attention to one simple and important rule; namely, that of being questioned by the teacher as to the contents of his lesson. It has been frequently noticed by writers on education, that among the number of those who, in our public seminaries, have opportunities of perusing the best English, Grecian, and Roman histories, * Other evils also arise from this system; to some of which, the late Rev. Thomas Scott, thus forcibly adverts: "I cannot quit the present subject without observing the dire evils attending large public schools, where the boys are, for a very great part of their time, from under the eye of their master, however vigilant; and at a distance from parents and relations, and all whose presence would impose restraint upon them. Thus they are in a great measure left to devise and practise wickedness together: they embolden one another to break through the defence of natural modesty: they teach their juniors the vicious practices which they have learned from their seniors: they bestow pains to corrupt each other's principles: they often procure the vilest publications, and, by the help of indexes and other means, they sometimes become better acquainted with the most indecent passages of the classic authors than_with daring, and wicked of the elder boys is their daily lessons. the hero for the time being, whom all, that are near enough to him, envy, imitate, and emulate. When he leaves the school, his most successful copyist takes his place; and the same scene is re-acted again and again. Those who have money purchase the company of such as are witty and entertaining: and not unfrequently they contract unsuspected habits of in temperance The most clever, and licentiousness. Some thing may indeed be done in many cases to counteract those evils, but they are in a great degree inseparable from the system."-Scott's Narrative of Himself, p. 10. ing facts, unless those who superintend their education have leisure to converse with them, and to lead them to a habit of reflection and observation for themselves. In truth, it may be said of our grammar-school system, that, instead of presenting to the mind of the pupil whatever is alluring and delightful, it is for the most part calculated only to excite sentiments of terror and disgust. few are found to retain even the lead- to the heart and conduct. Indeed, where religious instruction is in part afforded, the manner in which it is conveyed often tends to destroy its utility. In some cases, to commit a chapter of the Bible to memory, is most injudiciously given as a punishment; and very generally a selection of dry catechetical questions is required to be repeated verbatim without the least explanation of the sentiments they contain. I am not, however, objecting to the use of catechisms; for they cannot be too highly valued, if adapted to the minds of the scholars and employed in a proper way. Perhaps the most useful mode of committing a catechism to memory is, by its being constantly read over and explained to the class. But by far the most momentous particular, and the one to which I would more especially solicit the attention of your readers is, the almost total absence of religious instruction in too many of our grammar schools. In what manner can such an omission be justified? If we acknowledge the Bible to be the word of God; if we admit that he commands us to teach its precepts to our children, and that their happiness present and eternal, and all public and private prosperity, are involved in the obedience rendered to this command; and if also (supposing a mere matter of taste worth being consulted on such a question) it is shewn, in answer to the opposers of Revelation, that the writings contained in the Bible are, in point of classical beauty, not inferior to any other writings in the world; whence does it arise, that in the higher order of schools these writings, if not excluded, are left almost wholly in the shade, whilst in their place are substituted the pantheons of Greece and Rome? The ruinous effects hereby produced on the minds of youth have been pointed out by many excellent writers, particularly by Mr. Foster in one of his essays. If in the lower classes of the school, the Bible is used, it often remains almost a dead letter as to any practical utility for want of attention to the point above-mentioned; namely, questioning the learner as to the meaning and contents of his lesson; and still more for want of constantly enforcing it with a really devotional and practically beneficial reference With regard to the best plan for promoting an improved system of instruction in grammar schools, I have thought that it might be beneficial if a society were formed for the purpose, consisting chiefly of professional men, from among whom two or three should be selected, who, having studied the education of youth as a science, should more immediately devote their time and talents to carry into effect the objects of the society. A respectful and amicable correspondence might be opened with masters of schools residing in distant parts of the country, pointing out the objects of the society, and inviting them to co-operate with it, and to avail themselves of its aid. Appropriate selections of school-books might be made, or, where necessary, new ones prepared. I will not, however, enlarge upon the plan, but merely suggest the hint for the consideration of those who may be inclined to examine its feasibility, and, if desirable, to reduce it to practice. I will only add, that it might be well if some competent hand were engaged to draw up practical treatise pointing out th actual defects of the existing sy tem, and the methods by whih they may be obviated; and to fom, Tothe Editorofthe Christian Observer, I WARMLY Concur in the plan of your correspondent A. Z. for the education of deaf and dumb children, in our national schools. Where oral expression is not aimed at, as it needs not, and should not, be, his plan is, I conceive, both feasible and desirable; but I beg leave to suggest two or three cautionary remarks, which may deserve attention in reducing it to practice. The intended class, I would urge, - should be restricted to children who are both deaf and dumb; and whose dumbness arises solely from deafness. Children who are practically dumb from idiocy, insanity, or distressing paralytic affections, ought not, for obvious reasons, to be introduced into a miscellaneous seminary. These painful cases must necessarily be excluded, for the sake of others; especially as many of their habits are not only distressing to witness, but are often, by the force of sympathy and imitation, contagious. There are others, however, who should be excluded from the deaf and dumb class for their own sake; at least till their malady is proved to be organic and incurable: I mean, those who are dumb, or whose speech at least is unintelligible, from other causes than deafness or mental affections. The early use of the fingers, in place of the organs of speech, is in these cases injurious; for the child is not likely to make the effort to surmount his elocutionary difficulties so long as he is allowed to practise what is to him the most facile communicator of thought, the language of dactylology and pantomime. Cases are on record of families in which two or more children, with sufficient powers of hearing, have been rendered practically speechless in consequence of the real dumbness of one individual consequent upon deafness. It is highly improper to send children thus circumstanced to an asylum for the deaf and dumb; they ought rather to be placed where no attention will be paid to their gestures, and where, for their own convenience, they must exert themselves to speak. A national school would be proper enough in this respect, if their impediment or hesitation did not interfere with the general business of the place, and if their companions could be trained to a uniformly gentle and patient demeanour towards them; for nothing so greatly aggravates these disorders as ridicule: indeed, not a few of the impediments of speech may be traced to the operation of fear, timidity, and nervous susceptibility, caused or increased by the harshness and impatience of others in early life. X. REVIEW OF NEW PUBLICATIONS. BROWN'S MEMOIRS OF HOWARD. (Concluded from page 363.) EARLY in 1783 Howard re-commenced his travels, setting out on a fifth tour on the continent. The first place he visited was Lisbon. His biographer justly remarks, that it was indeed for a sublimer object than had attracted him thither seven and twenty years before. "His object then was, to witness the |