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treal, for which the country is chiefly indebted to the Ecclesiastical Corporations of the Quebec Seminary and of Saint Sulpice at Montreal, the late Caliclic Bishop established, chiefly out of his own funds, the College of Nicolet, and Mr. Girouard, Curate of St. Hyacinthe, established that of St. Hyacinthe, both of which are now in a very flourishing condition. The four may contain about 300 or 1000 students, many of whom go through the usual courses in the French, English, Latin and Greek languages, mathematics, rhetoric, and natural philos. ophy. There are besides in the Country parishes 24 schools in the District of Montreal, 17 in the District of Quebec, and 7 in the District of Three Rivers, many of which are well conducted and numerously attended : in some parishes, however, the schools are occasionally ill attended, or altogether closed from the want of means, or a deficiency of suitable masters In the District of Montreal, there are eight country boarding houses for young girls, kept by the sisters of the congregation, who devole themselves altogether to female education, and five in the District of Quebec.

In all these colleges and schools, Catholic religious instruction forms a part of the usual course of education. The funds for their establishment have generally been derived from charitable donations; and they are supported partiy from the same sources, but principally from the contributions paid by the scholars and boarders, which are, however, very moderate.

The English language is taught in all the, colleges and principal schools ; and the progress of the pupils in this respect, in some country parishes where English is hardly spoken, is astonishing. The people are thus doing, voluntarily and zealously, from a sense of the utility or possessing that language, what do measures of a compulsory tendency could ever have induced them to do. It is even said that an extensive establishinent of education is about to be commenced at Chambly, where there are to be employed several able teachers of both the English and Freuch languages, with a view of affording the benefit of an education in French to the inhabitants of the adjoining States, and in English to the Canadians.

In the foregoing enumeration of colleges, schools, &c. neither those us the towns of Quebec, Montreal, nor Three Rivers, more specially destined for the education of the children in the towns, are included. There are besides seven or right schools of the Royal institution in the country parts chiefly inhabited by Catholics, and thirty-eight in other parts of the province of a more mixed population.

Quebec Gaselte, PROGRESS OF EDUCATION AMONG THE HOTTENTOTS, At all the institutions are found Sunday Schools both for adults and children, in active operation, and zealously supported by the people themselves, as well as by almost every individual resident at the station, whose assistance could be made useful as teachers. Many of the latter class were selected from among the Holtentots ; and when it is considered, that not less than six hundred adults and from three to four hundred children are regularly receiving instruction, and learning to read the scriptures in the schools--and that the greatest number of the children are also taught on week days, to read and write English--it is impossible for a moment to doubt the utility of the institutions, or to deny that the work of improvement is going forward. The progress of persons advanced in years, who have but one day in seven, to learn, cannot be otherwise than slow; and doubtless, much remaios to be done; but while the effect of these schools on the morals of the Hottentots is already very apparent, in their better observance of the Lord's day, and the useful appropriation of that portion of time, which before was too often spent in idleness, the very general desire of instruction tbus evinced both for themselves and their children, affords a gratifying proof of the influence of Christian principles on their minds; and cannot fail, at no distant period, to produce a striking and important change in the character and habits of the people.-In the day schools, we had much satisfaction in seeing the British system introduced. The progress which the children had made in English, considering the short time since it had been introduced into the schools, appeared very credit

able to the teachers; while the facility with which they learn, and the readiness of
their replies to questions put to them on scripture history, afford a satisfactory
refutation of the charge of intellectual incapacity, wbich some have unguardedly
thrown out against the Hottentots in general.

Mission. Herald.
Extract of a leller from a distinguished member of the Franklin Institute, not a

In the city of Puebla de los Angeles, on the route from Vera Cruz to this place,
there is a society formed, for the dissemination of education to all classes of the
community. The short stay I made in that city, did not permit me to obtain a
full knowledge of the principles upon which it is formed, but I was told that it
supported an elementary school, (de primeras letras) in which, about 500 boys
are gratuitously taught reading, writing, &c. and connected with this, is a drawing
school, in like manner gratuitous; in which, about one hundred pupils are instructo
ed. From the drawings which I saw, I was satisfied that some of them had made
great progress. I was informed, that the scholars remain as long as they please
in the school. No false pride prevents the rich (who are members of the society)
from sending their sons to this school, to be instructed with the poor. It is grati-
fying to add, that notwithstanding all the abuse lavished upon the catholic clergy,
as inimical to the diffusion of education, this society has been in a great measure
supported by the liberal zeal of the Bishop, and of another respectable prelate,
who is at present in bis 80th year, and whose whole life has been devoted to the
extension of learning, and to the diffusion of the principles of equal rights in all
men. The society appears to include many objects, which, with us, would be
divided between many. To promote the public good, by educating the poor : to
encourage the fine arts; and to extend support to the useful arts, are, however,
its principal objects.

We present below a summary view of the number of graduates at sixteen of our
Colleges, in different years. Although our list embraces less than half of the Col-
leges in our land, the number of graduates which they apnually send forth is pro-
bably about two thirds of the whole. On this supposition, the young men who
complete a course of public education in the United States, may be stated at
about 750 annually. And as the number of graduates is to the whole number of
students as one to five nearly, the latter may be estimated at not far from 3750.

Grad. in Grad. in Grad. in Grad in


1826. Waterville College,


7 Bowdoin College,


31 Dartmouth College,


37 Vermont University,


13 Middlebury College,


19 Williams College,


24 Amherst College,


32 Harvard College,


53 Brown University,


27 Yale College,


100 Union College,


71 Hamilton College


28 Columbia College


24 Princeton College


29 Dickinson College


14 University of Penn.



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16 Colleges,




517 N. Y. Obserrer.


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Location. Congregational Church of New England, at Andover, Mass. do,


Bangor, Me. Baptist Church,

Newton, near Boston. do. do.

Hamilton, N. Y. do. do.

Washington City, D. C. Presbyterian Church,

Princeton, N. J. do. do,

at Hampden Sydney College, do. do.

Maryville, Tenn.

Auburn, N. Y.
do. do.

Western Seminary at Episcopal Church,

New-York. do. do.

Alexandria, D. C. do. do.

Chio. Roman Catholic,

Georgetown, D. C. do. do.

Emmettsburg, Md. Dutch Reformed,

Brunswick, N.J. Moravian,

Nazareth, Pa. German Reformed,

Carlisle, Penn. Evangelical Lutheran,

Hartwick, N Y.
do. do.

Gettysburg, Penn.
Evan. Lutheran Intelligencer.

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CENTRAL SCHOOL, CITY OF NEW-YORK. At a meeting of the Board of Public Schools, held yesterday in the College Hall, a resolution was adopted appointing a committee on the subject of erecting a Central School for the education of Tutors and Monitors, and as a place of promotion, from the general public schools of such of the pupils as should be found peculiarly deserving of distinction. No arrangement would seem to be better calculated to infuse into the present monitorial system of instruction in this city, that increased ardour and emulation, which are so essential to its success.

GENEVA COLLEGE, ONTARIO COUNTY, NEW-YORK. This recent institution went into operation as a College in September, 1825, having been raised to the rank of a College from The Geneva Academy,' by charter conditionally granted by the Regents of University in April, 1822, and confirmed in February, 1825, when the required conditions were complied with by the trustees of the Academy. It is situated in the flourisbiog village of Geneva, county of Ontario, New-York, 192 miles west of Albany; and is built upon the high bank of Seneca Lake, overlooking for many miles the counties of Sepeca and Tompkins towards the east. The present edifice is built of graywacke stone, plain, but very substantial. It contains 26 rooms for students, besides a large room for a chapel, and a small one for a library. All the rooms are without fireplaces, but furnished with stoves, which are not only a greater safeguard against fire, but greatly diminish the expense for fuel.

The charges per annum made by the College against each student for tuition, rent, servants' hire, &c. amount to 45 dollars.

The present officers of the college,

Rev. Jasper Adams, A. M. President, and Professor of Belles Lettres, Rhetoric and Logic.

Rev D. McDonald, D. D. Professor of Languages,
Mr. Horace Webster, A. M. Professor of Mathematics and Natural Philosophy,
Rev. John S. Stone, A. B. Tutor.

The Annual Commencement is ou the 1st Wednesday in August, succeeded by a vacation of five weeks. Two weeks vacation will be given at Christmas and New-Year, and three weeks in April; making ten weeks in the year.

A conspicuous feature in Geneva College is the introduction of an English course of study, in which the student may pursue all that is studied at colleges in general, without the dead languages. The classical department is not infringed upon by the introduction of this English department; but both are made to exist in the college at the same time. The common honors of a college are reserved for such young gentlemen, as pass their examinations in the classical department, whils: an English diploma will be granted to sucb as shall be able to pass an ex: amination in all the other studies of college, omitting the Latin and Greek languages. The student who wishes to receive only an English education, enters either the last term of the Freshman Class that he may study fractions and the roots; or the first term of the Sophomore year that he may commence with that class under the Professor of Mathematics. Three years will be necessary to carry him through the English course, if he also studies French, which is isitended to be comprehended under this head. The following subjects are embraced under the bead of English studies, a term adopted in contradistinction to that of the classical course.

English Grammar, the Roots and Fractions of Arithmetic, large Geography, Rhetoric, Moral Philosophy, Evidences of Christianity, Geometry, Algebra, Mensuration, Navigation, Surveying, Plane and Spherical Trigocometry, Conic Sections, Descriptive Geometry (in French or English,) Differential and Integral Calculus (in French or English) Geometrie Analytique, Natural Philosophy, Astronomy, Logic, Metaphysics, Chemistry, with its applications to the dechanic Arts and to Agriculture, Botany, Mineralogy, Political Economy, and General Law.

In the Classical Department, the usual authors, read in other institutions of a similar nature, are required to be studied in this college. It is not intended by the trustees and faculty of this college to make any innovation upon the long established course of classical studies pursued in colleges and universities of our country; por to entertaio a suspicion that they are not indispensably necessary to a student ambitious of the name of a man of letters. But they think that the prese ent calls of the community, the good of our country in a practical sense, and the strong wishes of thousands of individuals demand, that the sons of persons, unable or unwilling to afford the time or expense of a full course, should not be deprived of an education approximating to the one ordinarily gained at our colleges. They see no reason why a young man designed for the farm or a trade should not have an opportunity of being well instructed in what will usually meet the eye or the practice of a man in this busy agricultural, commercial, and we hope soon to say, manufacturing country. Facilities for acquiring this education in its best mode are rarely found our academies. Their means are ordinarily too limited to afford a competent number of instructers; and their pupils often too numerous, especially in the lower classes, to allow the Principal time to devote his attention to those higher branches, which in a college are the duties of a Professor.

With these views in mind, the Trustees of Geneva College, at their first meeting, now pearly a year since, ordered that there should be perpetually in their college, a course of study to be denominated the English course, in which students might be taught every thing usually taught in colleges, with the exception of the Latin and Greek languages. The experiment is now making, and the result bids fair to answer the expectations of the community.


A short time since, an American gentleman, who has been for several years residing in Buenos Ayres, put into our hands a manuscript, embracing his notes and observations on the state of education, morals, religion, &c. in that metropolis.As most of the facts mentioned are of a very recent date, and illustrate the great advance of improvement, which has been made in that part of South America within a few years, we presume that the following abstract will not be uninteresting to our readers. Those wbo would duly estimate this advance, must remem

ber that previous to 1810, when Buenos Ayres was subject to Spain, all access to the colony by foreigners was prohibited by the mother country, and even the inhabitants of different provinces were not allowed to hold intercourse with each other, except under the strictest regulations ; that all books were prohibited except such as had been inspected by the inquisition; that every possible impediment was thrown in the way of education ; that many of the schools established by the inhabitants were suppressed by order of the government, and that in those which were tolerated, all instruction in the liberal sciences was prohibited ; and that parents were not allowed to send their children abroad for their education.

Since this people threw of the Spanish yoke, a considerable sum, which has been regularly increased from year to year, bas been annually set apart for the general purposes of education. In 1824, the amount appropriated was between 90 and 100,000; and in 1825, more than 125,000. The whole number of primary schools in the proviuce of Buenos Ayres, according to the latest official statement, is 105. These contain about 5000 children, two thirds of whom are boys. At least 30 of these are free schools, taught on the plan of Lancaster, and the expense is defrayed by the government. The others are private schools, and are conducted, some on the plan of Lancaster, and the rest in the ordinary way. No less than seven of the schools are taught by foreigners.

The attention paid by the government to female education is particularly worthy of notice, and of commendation. A society of females of the first respectability, denominated • The Society of Beneficence, was lately established by public au. thority, and to it is committed the superintendence and direction of all the public schools for females, the house of orphans, and other public institutions intended for the benefit of young children and of the female sex. According to the latest statements, this Society had under its care sis public schools, containing between five and six hundred female children. One of the most interesting scenes,' says our informant, that I ever witnessed, was the annual distribution of preiniums, awarded by this society to those of the girls who had excelled. The ceremony took place in a large church, on one of the days celebrated in memory of the revolution. The children from the different female schools were assembled and seated in rows in the iniddle of the church. The ladies of the society sat in front, and seats were also reserved for the officers of government, among whom was the Secretary of State, who was present in the naine of the governor, and distributed the rewards, accoinpanying them with suitable remarks. The spectacle, enlivened at intervals by music, was viewed by the crowded audience around, with deep interest and high gratification.'

According to the latest printed statement, which is that of 1824, the University of Buenos A yres contained 419 students. The studies pursued here, and for which there are corresponding professorships, are drawing, French, Latin, ideology, polit. ical economy, inathematics and natural philosophy, medicine and law. I was lately present,' says our informant, when the rewards were distributed to the students of the collegiate department of the University. They were assembled to the number of about one hundred, with their respective professors, in a large hall of the institution. By previous invitation, a number of the most respectable inhabitants of the city, members of the National Congress, and of the Provincial Legislature, officers of the army, judges, &c. attended. At an hour previously agreed on, the Secretary of State entered, and was conducted to a seat provided for him, as President on this occasion. Soon after, the several students who had excelled, on being called, came forward, distinguished by particular badges. The Secretary then, in the pame of the Governor, presented them the various premi. ums, consisting chiefly of books procured for the occasion, after which he deliver. ed an address to the professors and students, and to the very respectable and highly gratitied audience asseinbled on the occasion.'

In noticing the seminaries of learning, we must not omit the academy founded by the Rev. Mr. Parvin, who was sent several years since to Buenos Ayres, on an exploring tour by the American Board of Commissioners for Foreign Missions. At the opening of his jostitution, Mr. Parvin had five scholars, and the number nag

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