pensation and a credit that will compare favorably with the opportunities that a high order of talent and culture may find in other callings must be established or they can never be secured to this service. Again, a high order of native talent, a liberal culture, a generous remuneration, and an honor equal to the ambitions of the restless, intense, and aspiring character of our young people must be secured, before our children can be brought to properly honor the authority and value the instruction of their elementary school teachers. There is no mistake about it. There is a relation between these things established by mere children, long before we see the danger we cannot then avert, and which influences, as a wise parent would not choose to have it influence, all after development.

II.-SUPPLEMENTARY AGENCIES.

Even in those countries where educational provisions are universal and the reception of instruction is compulsory, education is not the universal result; while in countries where they are partial, and reception optional, the results vary in every degree.

For the naturally endowed, but destitute, supplementary agencies find a very general expression in Sunday schools where, in addition to moral and religious instruction the rudiments of common school knowledge are imparted. Such agencies are always found in factory and apprentice schools that undertake to make up a portion, at least, of that primary education of which early and regular occupation would defraud its subject. They are found in many of those regimental schools where public justice or private philanthropy undertakes to diminish the adult ignorance that has been called upon to defend or enlarge its country's borders without possessing so much as the alphabet of its country's knowledge.

Evening schools are an important feature in the supplementary education of all people who are in earnest in enlarging their educational forces. They are established in towns and cities almost everywhere, and with their multiplication the numbers of each increase. The pride that kept many an ignorant man or woman from an attendance upon these schools by which public admission of ignorance was made, is giving way to the stronger desire of securing the better conditions of means and position. These schools defraud no one; it being conceded that the labor usually counted exhaustive is not so exhaustive, but that the incentives and opportunities of knowledge which in no way diminishes its present remuneration and promises an increase to more intelligent effort are equal to a stimulation of intellectual exertion. The fact that these schools have often to commence at the very bottom of the ground-work of instruction is, in one view, discouraging; but the encouragement of finding the fathers and mothers of children of school age ready to begin the neglected rudiments of their own education balances the prospect. Outside of a thorough and required instruction of the young, there is

no branch of supplementary schools that appears to me so valuable as these evening gatherings of grown-up people, the parents and friends of those children whose education is most likely to be neglected.

Lectures, lyceums, library associations, all hold a high place among the supplementary agencies of ordinary education. Much has been done, but much more remains to be done, to adapt these means of culture to the lowest standard of such as are seeking, through intelligence, a bettering of their condition. The lyceum, too, has its spread and its peculiar uses, and has been already largely introduced wherever a band of from a dozen to twenty persons have been associated together for the discussion of practical questions under the encouragement of a good and intelligent individual. These and related aids are economically suited to supplement the education of any neglected class, and are, to a larger extent than the school reports of many a nation would admit, needed. In our own country they have the recognition of popular sympathy and are somewhat available; but the opportunities are yet large for the combined labor of the authority and good-will of communities to establish such means as may, from these, develop to the great unsupplied want of education. Libraries of useful and attractive information are being founded in the interest of those whose cause all supplemental agencies plead, and for the class now considered-the naturally endowed, but destitutefurnish the most available means within the reach of every community and each individual. Books for the million, as soon as the million knew how to use books, was the call of those who led the warfare of intelligence against ignorance; and books, suited to every class and all capacities, are being piled higher as the worth of man and the uses of life are more recognized.

SCHOOLS FOR THE DESTITUTE AND VICIOUS.

For the naturally endowed, but vicious, both governments and people have always moved more promptly in the directions indicated than for those who, under great disadvantage, have maintained a genuine or a seeming obedience to the laws. This premium, so to speak, awarded to the vices over the needs of ignorance, has a quite remote history. But since it is not proposed to go into a history of preventive and reformatory education for the destitute or the vicious, but simply to call attention to the radical failures of any systems of public school instruction, as indicated by this large range of supplemental aids, preference will be given to those organizations which have served as models to succeeding ones. In time, the labors of the great and good Pestalozzi for the vagabond and deserted children of Switzerland, in 1775, and of the Netherland Society of Beneficence in Holland, in 1818, preceded the establishment of the Rauhen-Haus, at Horn, near Hamburg, in 1833, by Wichern, and the Colonie Agricole, at Mettray, in France, in 1839, by Demetz. These latter institutions, having owed their peculiarities of excellence to the grow ing recognition of the times inaugurating them, in regard to the neces

sity of more general elementary education not merely provided, but enforced upon the lower classes, very naturally took the ground that education, and not punishment, should characterize all reformatory provisions. They went further; maintaining and convincing by their unparalleled success, in the work of permanent reform, that moral elevation must be in advance of intellectual, at least for the classes they sought to bring in to their sheltering-the most depraved of all that could be found.

Accordingly the inmates of these establishments were divided into families of not more than twelve, each group being under the care of persons whose mission was to combine the discipline of a school and a home, as circumstances would admit. From that day to this, prisons for convicts of youthful age have mainly disappeared from the world, while prisons for adults have universally felt the amelioration of the truth there practically illustrated, that instruction, including labor and affection, not failing of discipline, were to join hands in securing society against crime and in giving back to society the truly reformed criminal. And yet reform schools, and prison schools, what a shadow they still remain upon the school records of almost all countries! In vain the sums of money annually appropriated to their support repeat, in the hearing of legislators, that it is easier to prevent than to reclaim a criminal, and vastly more economical. In vain, or almost, so slowly do fruits of these labors diminish the statistics of vice and ignorance, do the nations assemble in international fraternity to consult how best to convert the necessity of prisons into the opportunities of instruction. No later than in 1855 at Paris, and since that at Brussels, the statesmen and philanthropists of nearly all countries met in this common interest. There is no mistaking the work of the statesmen and the educators who would stand foremost in the history of immediate generations that of wiping out supplemental and reformatory educational attempts, by devising such means of public instruction as will secure, what has never yet been secured, the education of all who are amenable to law. There is no glory of power and wealth, so considered, that could take from the brow of any people the crown that would accredit such an achievement as this.

For the partially endowed-the blind, the deaf, the dumb, the idioticdoes any one think to place these beyond the pale of a public responsibility, so evident in the cases of destitution and vice? No. The number of those who cherish the delusion that an inscrutable Providence has decreed numbers of innocent persons to a penalty for which there is none but divine accountability, is rapidly diminishing, as science, which has pioneered the way into the hidden treasures of the material world, is piercing with its light of established truths the dark mysteries of social disorder. Sentiment and theology may stand aside. The logic of statistics is showing how closely violation of law is followed by the results of deformity and deficiency; while the same unanswerable

tables, in connection with educational deficiency, tell the story of human wretchedness.

Education for these unfortunates has kept pace with enlightened civilization, and there are no Christian countries which do not supply some means of helping them to a better use of such powers as they have, as a supplement of those they have not. The annual appropriations made for institutions suited to the partial physical endowments of the blind, and of deaf-mutes, are hopeful premonitors of the time when individuals of these classes will be as rarely found as were of old instructions for their special improvement.

SCHOOLS FOR THE IDIOTIC.

The science and beneficence of the times are nowhere more noticeable than in recent efforts for the benefit of the idiotic. The results of educational attempts, for this most unfortunate class of all unfortunates, have already placed the improvement of the idiotic beyond the doubts of controversy; and nowhere else are the related physical and intellectual laws of the human constitution more amply illustrated. This last and most reluctantly entered field of investigation seems to ap proach, if not to reach, the limit of the operations of the educator.

Idiocy that condition from which the world has turned with a repugnance that did not shrink from endowments however else partial, nor from the degradations of poverty and vice-the imbecility of which was so much more hopeless than the ravings of insanity-idiocy is at length to have the elevation of a limited yet possible education.

CHAPTER IV.

SECONDARY EDUCATION.

SCHOOLS OF LOWER GRADE SCHOOLS IN THE GERMAN STATES - SCANDINAVIA — FRANCE, ENGLAND, AND THE UNITED STATES-SCHOOLS FOR A HIGHER GRADE OF SECONDARY INSTRUCTION-GYMNASIA-REAL SCHOOLS-SECONDARY EDUCATION IN

ENGLAND-PRUSSIA, ITALY, FRANCE-UNITED STATES.

I.-LOWER GRADE.

Secondary education of some sort has always existed, and has had its place in or out of the plan denominated popular, just in proportion as the line, no less flexible and varying than its boundary, which defined the national idea of popular rights has been liberal or limited. As the truth that a certain amount of rudimental knowledge is essential to all alike took root in the convictions of thinking people all over the civilized world, and that all classes must, therefore, have it furnished to them, so, as the facts of this furnishing began to multiply and bring fruits, the still more distinctive truth that, beyond this essential education, all people did not need exactly the same advancing culture, and might, therefore, have that which their necessities or inclinations decided as best for them, began to illustrate itself in a class of schools hitherto unknown, and to give to secondary education the honor of verifying its practical value.

Up to this time it had been classical almost to the exclusion from its instruction of those who were not destined for the still higher advantages of superior culture.

The developments of science and ethics brought new ideas of value and duty; and these ideas were soon prolific of action that opened a field of education dotted all over with schools accessible to the mass and varied, almost, as the needs of the race. Anomalous as it may seem, this most remarkable of the educational phenomena of any time—and which has recently received such an impetus that it seems a spontaneity of our own times-had its first and still has its most complete illustration under those governments where the inherent, rights of man are less distinctly admitted than in those where both the letter and the practice of the law are a unit in the advocacy of the largest freedom.

As in other great departments of instruction, there are in this gradations that rank as lower and higher, corresponding at once to the general ideas of the countries where they are fostered, and to the necessities of those who seek them.

GERMAN AND SCANDINAVIAN STATES.

Thus, in the German states, where this bifurcation of secondary instruction is most noticeable, the burgh school, which had long existed