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Value of the Pestalozzian System.

Mr W. I begin with reading and writing (on slates) together; and as the scholars advance, increase the number of branches. Mr K. We begin all together, reading, writing, arithmetic, grammar, &c., and so continue throughout.

Prof. S. The younger the fewer, the older the more. 9. Infant schools?

Mr W. For children who are neglected by their parents, for poor orphans, and such like, they are excellent; but parents who are able to take care of their own children, ought to do it, and not send them to the infant school.

Mr K. I regard them as highly useful for all classes of children, the rich and the poor, the good and the bad; but the Prussian Government discourages them, except for the vicious and the neglected. The King admits them only where parental instruction cannot be had.

Prof. S. Highly useful, and very much increasing in Europe. In Italy, particularly in Lombardy, they are fast gaining ground under the care of truly Christian teachers.

10. The Pestalozzian system?

Mr W. It has many good things, with some quackery. As a whole, it is too formal.

Mr K. In Prussia, not approved as a whole, and in arithmetic entirely disused.

Prof. S. One of the steps by which we arrived at our present stage of advancement; but we have got beyond it now.

11. Number of pupils to one teacher in the different stages of instruction?

Mr W. In the elementary stages, if the teacher has good monitors, he may safely take charge of from 100 to 600 pupils ; as they advance, he must diminish the number, but only on account of the difficulty of obtaining good monitors in the higher branches.

Mr K. In Prussia, generally about 40 in the elementary branches, and in the higher branches fewer.

Prof. S. In Baden the maximum is 80, on account of the difficulty, in that populous district, of maintaining a sufficient number of schoolmasters for the whole population. As the scholars advance, the number is diminished.

12. Systematic division of the different branches of instruction in schools?

Mr W.

Mr K. The schools in Prussia are all divided according to the different branches, and each branch has its own teacher.

Monitors in Mr Wood's school, occupy the place of assistant teachers, and each class has its monitor.

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Prof. S. Not good to attempt a systematic division in the elementary schools. but very useful for the higher schools. Young children need to be brought under the influence of one teacher, and not have their attention and affection divided among

many.

13. Mode of instructing those who are preparing themselves to be tea hers?

Mr W. Employ them as monitors under a good teacher, with some theoretical instruction. This is matter of opinion, not of experience; for we have in Scotland no institutions for the preparation of teachers.

Mr K. In the seminaries for teachers, there are lectures on the theory of education, mode of teaching, &c.; but the pupils are taught principally by practical exercises in teaching the scholars of the model schools attached to these institutions, and they also labor to perfect themselves in the branches they are to teach.

Prof. S. The general principles of method may be communicated in lectures, but schools for actual practical exercise in teaching, are indispensable. They must also become perfectly familiar with the branches they are to teach.

14. Estimation in which the teacher is held, and his income in proportion to that of the other professions?

Mr W. With us, rising, in both respects; but as yet far below the other professions.

Mr K. In Prussia, the elementary teachers are highly respected and competently maintained; they rank as the better sort of mechanics, and the head teachers rank next to clergyThe salary low-that of the subordinate teachers, very

men. low.

Prof. S. With us, the worthy teacher holds a respectable rank, and can sit at table with noblemen. The salary has recently been raised, but it is still below that of the clergyman. 15. Subordination among teachers?

Mr W. Very desirable, but exceedingly difficult to carry it to any extent.

Mr K. As strict subordination among the teachers of the school, as among the officers of the army.

Prof. S. Strict subordination must be maintained.

16. Mode of securing punctual and universal attendance of scholars till the full round of instruction is completed?

Mr W. By acting on the parents.

Mr K. By strict laws, rigorously executed.

Prof. S. By law.

17. Control of teachers over their scholars out of school hours?

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How to obtain Teachers.

Mr W. The laws of the school are never to be violated, even out of school hours. Difficult to carry it any further.

Mr K. The teacher has the control, so far as he can get it. Government sustains him in it.

Prof. S. In all that relates to the school, the teacher must have the control out of school hours.

18. How are schools affected by political changes in the administration of the government?

Mr W. We have had fears, but as yet have suffered no actual evil.

Mr K. We have no changes in Prussia.

Prof. S. The school must remain sacred and inviolate, untroubled by political changes.

19. School apparatus and library?

Mr W. Very desirable, but little done that way, as yet, in Scotland.

Mr K. Most of our schools are provided with them, and we consider them very important.

Prof. S. The teachers must have access to good books; and if they are industrious and skilful, the pupils will not suffer for want of a library.

20. How can accuracy of teaching be secured?

Mr W. Every thing depends on the teacher.

Mr K. Very accurate in Prussia; the Government will have it so.

Prof. S. The teacher must understand his profession, and devote himself to it.

21. Governmental supervision of schools, and mode of securing responsibility in the supervisors?

Mr W. I cannot tell. In this country it is very inefficient, as it must be, unless the visitors receive pay for their services. Mr K. In this country the governmental supervision is very strict, and produces a very happy influence. The supervisors are paid for their work, and obliged to attend to it. Responsibility is secured by requiring minute and accurate periodical reports, and by a special visitation as often as once in three years. Prof. S. The supervisors must be paid; there must be strict subordination, accurate returns, and special visitations.

22. How are good teachers to be obtained in sufficient numbers?

Mr W. I cannot tell. It is difficult here.

Mr K. By means of our teachers' seminaries-we have them in abundance.

Prof. S. By teachers' seminaries, and private teaching, we have enough. In your country it must always be difficult,

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while there is such an amount of business accessible which is so much more lucrative.

23. Extent of qualification demanded of elementary teachers? Mr W. In Scotland, there is no general rule.

Mr K. & Prof. S. In Prussia and Baden, the demands are ample, and rigidly enforced.

24. Governmental supervision of private schools?

Mr W. Of doubtful expediency.

Mr K. Very strict in Prussia, and altogether beneficial in its influence.

Prof. S. Leave the private schools free, but regulate them, and see that the teachers do their duty.

25. Associations of teachers?

Mr W. Not yet introduced in Scotland, but very desirable. Mr K. & Prof. S. Highly useful, and demanded and regulated by the Government. Written essays and discussions, and mutual communication of experience, the business of these Associations.'

BOSTON PRIMARY SCHOOLS.

IN the introduction to a small work, published in this city, by Allen & Ticknor, about five years ago, the author made the following remarks. They were founded, not on hearsay, nor partiality, nor narrow observation; but on facts which had come before him, and comparisons which had been made during an examination of our schools, from one end of the Union to the other.

Many a teacher has sighed for an opportunity of visiting the far-famed primary schools of New England's metropolis. Let them be visited, then; but alas! they are far from affording a very encouraging specimen of early instruction. With an ample pecuniary support,-compared, I mean, with many other schools, and with a good measure of public interest enlisted in their favor, I am sorry to believe that the primary schools of Boston, as at present conducted, chain the mental and moral, and I might add, the physical powers of children, from three or four to seven years of age, to as dull and unmeaning a routine of exercises as I know of in this country. It is believed that the blind, at similar ages, acquire more real knowledge in three months, in the Institution of this city, than the children of the primary schools do in as many years. And what is still worse,

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Report of Messrs Woodbridge and Fisher.

there seems to be abroad among their patrons, a dread of innovation, that ought not to prevail any where but in an ignorant and unintelligent community; and there, if other weapons fail, it ought to come under the lash of ridicule.-The infant schools of Boston, and some of the grammar and other high schools are in a better state.'

These statements gave considerable offence to the friends and patrons of the Boston primary schools, and called forth from a correspondent of the Christian Register, a series of remarks quite personal, and sometimes rather severe. The author of the Word to Teachers,' was regarded as wholly ignorant of the character of our schools, in Boston and elsewhere; and as having sinister and unworthy objects to accomplish. One or two friends stepped forth to confirm his statements; but it was deemed best, on the whole, to let the matter rest.

In the autumn of the same year, that is, about four years ago, Rev. Wm. C. Woodbridge, the Editor of this Journal, accompanied by Dr J. D. Fisher, visited and examined all the primary schools in the city, except those of South Boston; and a Report was drawn up by them, and presented to the Chairman of the Primary School Committee. This Report was published at the close of Vol. III. of this work; but as a large number of our present subscribers have never seen that volume, we venture to make the following extracts from it.

'We commenced our examination with the conviction founded on the experience of physicians and boards of health, and observing teachers, that impure air, and that which is exhausted by too long breathing, impairs at every breath the purity of the blood, and thus with every pulsation of the heart, sends an unhealthy circulation to every limb and organ of the body, which tends to enfeeble and disorder, instead of invigorating, the whole system. We are satisfied on the same evidence, that confinement to one position, for a long time, especially on a seat without support, in the early period of childhood, not only enfeebles the limbs and checks the growth, but also interrupts the operations, and affects the vigor of almost every organ; and often lays the foundation for permanent debility and disease.

'We know of no mode of guarding against these evils in our schools, but by providing for them large rooms, with proper means for ventilation at all seasons; by allowing them a recess of not less than half an hour in three, for relaxation of body as well as mind; and furnishing a suitable yard, or play-ground, of sufficient size to permit the free movement of the children in the open air, during this period. We have regretted to find, as will appear from details annexed, that in most of our schools,