ART. IX.-MUSIC, AS A BRANCH OF INSTRUCTION IN COMMON SCHOOLS.

In the United States, singing is usually considered as an accomplishment which belongs to the luxuries of education. In Germany, it is deemed an essential part of common school instruction; as a means of cultivating one of the most important of our senses, of softening the character, and especially of preparing children to unite in the public worship of God. It is considered no more remarkable, and no more difficult, for children to read and write music, than language; and musical tones are made the means of associating valuable ideas with the common objects and phenomena of nature, and the ordinary events of life.

The following ordinance, extracted from the Prussian Official Gazette, (Amts Blatt,) Cologne, January 15, 1828, will show the light in which this subject is viewed by that government.

'Among the essential branches of education, which ought to be found in all common schools, and to which every teacher who undertakes the management of such schools, is in duty bound to attend, is that of instruction in singing. Its principal object in these schools, is to cultivate feeling, and exert an influence in forming the habits, and strengthening the powers of the will, for which mere knowledge of itself is often altogether insufficient; hence it constitutes an essential part of educating instruction, and if constantly and correctly applied, renders the most unpolished nature capable of softer emotions, and subject to their influences. From its very nature, it accustoms pupils to conform to general rules, and to act in concert with others. It is far more sure of producing such an effect in youth, when the heart is very susceptible of impressions of this kind, and no importance should be attached to the assertion of many teachers and directors of schools, that we can by no means anticipate this influence upon such wild youth as are found in the country. In general, this belief originates entirely from old prejudices, from a want of proper experience, from a love of indolence, or from an inadequate knowledge of the course and method of instruction. Convinced of the certainty of the result, where the means are correctly employed, we shall not stop to consider such objections as appear to be grounded solely upon exceptions. On the other hand, we shall hold those teachers in particular esteem, who even in this subject, labor with zeal

and success, in the conscientious discharge of the duties of their calling. Finally, we expect that those efforts, together with their results, will be particularly noticed in the report of the school directors.

'Having recommended this important object of primary instruction, (the immediate connexion of which with religious instruction, no one can fail to perceive,) to the zealous exertions of the teachers, and the careful attention of the directors of schools, and, at the same time, having urged the study of the best writers upon the subject, which, so far as they relate to school instruction, ought to be found in the libraries of every district, we shall here bring forward some points, which demand a closer and more universal attention.

'If instruction in singing is to accomplish with certainty the objects proposed, it must be long continued without interruption, and, of course, it is indispensably necessary that a regular attendance be required during the continuance of the duties of the school, and enforced in the strongest manner.

'It is unnecessary to illustrate the contrast between the last remark and the usual desultory mode in which singing is taught.'

Two things are wanted in order to render a similar course of instruction practicable in this country;- a set of tunes adapted to the capacities of children, and calculated to associate the sensible with the moral and spiritual world in their minds, and a simple, analytical course of instruction. Both these wants, we are happy to state, will probably be supplied in a few weeks under the direction of Mr Mason, editor of the Handel and Haydn Society's Collection of Church Music, who has in his possession an ample store of materials, and whose talents secure the supply of any chasms in the series. It will be issued in parts, under the title of the Infant and Juvenile Lyre. It will be speedily followed by a manual for teaching, on a new and improved plan. Songs for children should have simplicity without frivolity, and an adaptation to the heart, which is not found in every-day compositions. We believe our musical readers will be satisfied from the following specimens, that the forthcoming work is likely to have this character.

After this article was sent to press, the Editor, in a lecture before the Convention of Teachers at Boston, had occasion to describe the new system of musical instruction formed under the direction of Pestalozzi, and adopted in the improved schools of Germany and Switzerland; and by the aid of a juvenile choir, to present the following, and other specimens of a large collection of children's music, which he had selected and brought to this country, together with the best manuals of the system, in the hope of introducing both into our schools. All these materials he has placed in the hands of Mr Mason, and some gentlemen associated with him, who are pledged for their publication and the promotion of this object. The system has long been tested in Europe. It has also been tried in this country, and a gentleman who observed its results, says, in a letter to the editor :

'I entered upon the examination of the system with some prejudices; but the more I have examined it, the more I am convinced of its superiority over the common method, especially in the simple manner in which the principles of music are presented to the mind of the child. The pupils of the infant school which I visited, after a short period of instruction in rhythm (time) only, surpas sed in accuracy of time, our ordinary choirs of singers."

ART. X.-PROGRESS OF FEMALE EDUCATION.

[We believe there is much truth in a remark in the Western Review, that 'If this world is ever to become a happier and better world, woman, well educated, disciplined, and principled, sensible of her influence, and wise and benevolent to exert it aright, must be the original mover in the great work.' In this view we have solicited the following communication, from a veteran in female education, and should rejoice to receive others of a similar kind.]

MR EDITOR-Convinced that I cannot be better employed than in promoting the interests of education, and especially that of females, from whose nurseries we are to receive men of wisdom, to fill every department of useful influence in society,I cheerfully comply with your request, to state what I know of the rise and progress of Female Education in this country, during the half century past. The place of my nativity was in the vicinity of Hartford (Connecticut), and my acquaintance somewhat extended in the county. In 1770, common schools were opened to every child, and the expense of instruction paid by the public, partly by the school fund, which was then but small, and partly by town taxes. In larger districts, the schools were kept six months in the year, in the smaller, two, three, or four months. The branches taught were spelling, reading, writing, and rarely even the first rules of arithmetic. The Assembly's Catechism was repeated at the close of every Saturday forenoon school. Those of good memory could repeat the whole hundred and eight answers, the ten commandments, a part of Dilworth's Rules of Spelling, the stops and marks of distinction, and the prosody. Dilworth's Spelling Book was introduced about the year 1762. I have known boys that could do something in the four first rules of arithmetic. Girls were never taught it. At public examinations, as late as 1774, in some instances earlier, the speaking of pieces and dialogues was introduced, and specimens of writing; but I never recollect arithmetic. Whether the school consisted of thirty, sixty, or even one hundred, which I have known, one teacher only was employed, and among his pupils there were sometimes twenty A B C

scholars.

Girls had no separate classes, though generally sitting on separate benches. A merchant from Boston, resident in my native town, who was desirous to give his eldest daughter the

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