"15. And wine that maketh glad the heart of man, and oil to make his face to shine, and bread which strengtheneth man's heart.

"16. The trees of the Lord are full of sap; the cedars of Lebanon which he hath planted;

"17. Where the birds make their nests; as for the stork, the fir-trees are her house. "18. The high hills are a refuge for the wild goats, and the rocks for the conies. "19. He appointeth the moon for seasons: the sun knoweth his gowing down. "20. Thou makest darkness, and it is night: wherein all the beasts of the forests do creep forth.

"21. The young lions roar after their prey, and seek their meat from God.

"22. The sun ariseth, they gather themselves together, and lay them down in their dens. "23. Man goeth forth to his work and to his labor until the evening."

"27. These wait all upon thee; that thou mayst give them their meat in due season. "28. That thou givest them they gather; thou openest thine hand, they are filled with good.

"29. Thou hidest thy face, they are troubled; thou takest away their breath, they die, and return to their dust.

"30. Thou sendest forth thy spirit, they are created; and thou renewest the face of the earth.

"31. The glory of the Lord shall endure forever; the Lord shall rejoice in his works. "32. He looketh on the earth, and it trembleth: he toucheth the hills and they smoke. "33. I will sing unto the Lord as long as I live: I will sing praise unto my God while I have my being.

"34. My meditation of him shall be sweet: I will be glad in the Lord."

In like manner, the creation and nourishment, the habits and instincts of various animals may be contemplated in connection with Proverbs 6 6-8; Psalm 104: 17-22; Proverbs 30: 24-31. Gen. 1: 20-24; Psalms 145: 15–16.

"6. Go to the ant, thou sluggard; consider her ways, and be wise :

"7. Which having no guide, overseer, or ruler,

"8. Provideth her meat in the summer, and gathereth her food in the harvest." "24. There be four things which are little on the earth but they are exceeding wise. "25. The ants are a people not strong, yet they prepare their meat in the summer. "26. The conies are but a feeble folk, yet they make their houses in the rocks. "27. The locusts have no king, yet they go forth all of them by bands; "28. The spider taketh hold with her hands, and is in kings' palaces. "29. There be three things which go well, yea, four are comely in going. "30. A lion, which is strongest among beasts, and turneth not away for any; "31. A greyhound; an he-goat also; and a king against whom there is no rising up." "24. And God said, Let the earth bring forth the living creature after his kind, cattle, and creeping thing, and beast of the earth after his kind and it was so.

"25. And God made the beast of the earth after his kind, and cattle after their kind, and every thing that creepeth upon the earth after his kind: and God saw that it was good." "15. The eyes of all wait upon thee; and thou givest them their meat in due season. "16. Thou openest thine hand, and satisfiest the desire of every living thing.

"17. The LORD is righteous in all his ways, and holy in all his works."

The phenomena of light and color, the nature of the rainbow, &c., may make another interesting lesson, illustrating the unknown forms of beauty and glory which exist in the Divine Mind, and which He may yet develope in other and still more glorious worlds; in connection with Gen. 1, 3, 5, 9, 13, 14, and other passages of like kind.

So the properties of the air, wind, and storm, Job 28, 25-28, 33, 34, 35. Ps. 148, 8.

"33. Knowest thou the ordinances of heaven? canst thou set the dominion thereof in the earth?

"34. Canst thou lift up thy voice to the clouds, that abundance of waters may cover thee ?

"35. Canst thou send lightnings, that they may go, and say unto thee, Here we are! "36. Who hath put wisdom in the inward parts? or who hath given understanding to the heart?

"37. Who can number the clouds in wisdom? or who can stay the bottles of heaven."

Then the heavens, the sun, moon, planets, fixed stars and comets, the whole science of astronomy, so far as it can be introduced with advantage into common schools, can be contemplated in the same way. The enlightening, elevating, and purifying moral influence of such a scheme of instruction, carried through the whole system of nature, must be clearly obvious to every thinking mind, and its utility, considered merely with reference to worldly good, is no less manifest.

The second topic of religious instruction is more exclusively scriptural. The life of Christ, and the history of the apostles, as given in the New Testament, are chronologically arranged, and tables formed as before, (III. 3.) The discourses of Christ are examined and explained in their chronological arrangement, and in the same way the discourses and epistles of the apostles. The history of christianity, in connection with the cotemporary civil history, is taught in a series of conversational lectures. To conclude the whole course of religious instruction, a summary of the christian doctrine is given in the form of some approved catechism.

2. Knowledge of the world and of mankind, including civil society, constitutional law, agriculture, mechanic arts, manufactures, &c. This is a continuation and completion in a more systematic form of the instruction commenced in III, 5. The course begins with

the family, and the first object is to construct a habitation. The pupil tells what materials are necessary for this purpose, where they are to be found, how brought together and fitted into the several parts of the building. The house must now be furnished. The dif ferent articles of furniture and their uses are named in systematic order, the materials of which they are made, and the various trades employed in making them are enumerated. Then comes the garden, its tools and products, and whatever else is necessary for the subsistence and physical comfort of a family. Then the family duties and virtues, parental and filial obligation and affection; rights of property, duties of neighborhoods; the civil relations of society; the religious relations of society; the state, the father-land, &c.; finally geography, history, and travels. Books of travels are compiled expressly for the use of schools, and are found to be of the highest interest and utility.

3. Language and exercises in composition.

The object here is to give the pupils a perfect command of their native tongue and ability to use it on all occasions with readiness and power. The first exercises are on simple questions, such as"Why ought children to love and obey their parents ?"—or they are short descriptions of visible objects, such as a house, a room, a garden, &c. There are also exercises on the various forms of expressing the same idea, as "The sun enlightens the earth." earth is enlightened by the sun." earth." "The earth receives light

"The

"The sun gives light to the from the sun." "The sun is

the source of light to the earth." "The sun sends out its rays to enlighten the earth." "The earth is enlightened by rays sent out from the sun," &c. There are exercises also of the same sort, or metaphors and other figures of speech-familiar letters are then written and short essays on themes such as may be furnished by texts from the book of Proverbs and other sentences of the kind; and thus gradual advancement is made to all the higher and graver modes of composition.

4. Application of arithmetic and mathematics to the business of life, including surveying, civil engineering, &c.

The utility of this branch of instruction and the mode of it, after

what has already been said, are probably too obvious to need any further illustration.

5. Elements of Drawing.

For this the pupils have already been prepared by the exercises in ornamental writing in the previous part of the course. They have already acquired that accuracy of sight and steadiness of hand which are among the most essential requisites to drawing well. The first exercises are in drawing lines, and the most simple mathematical figures, such as the square, the cube, the triangle, the parallelogram; generally from wooden models placed at some little distance on a shelf, before the class. From this they proceed to architectural figures, such as doors, windows, columns, and facades. Then the figures of animals, such as a horse, a cow, an elephant-first from other pictures, and then from nature. A plant, a rose, or some flower is placed upon a shelf and the class make a picture of it. From this they proceed to landscape painting, historical painting, and the higher branches of the art, according to their time and capacity. All learn enough of drawing to use it in the common business of life, such as plotting a field, laying out a canal, or drawing the plan of a building; and many attain to a high degree of excellence.

6. Exercises in singing and the science of music.

The instructions of the previous parts are extended as far as possible, and include singing and playing at sight, and the more abstruse and difficult branches of the science and art of music.

CHARACTER OF THE SYSTEM.

The striking features of this system, even in the hasty and imperfect sketch which my limits allow me to give, are obvious even to superficial observation. No one can fail to observe its great completeness, both as to the number and kind of subjects embraced in it, and as to its adaptedness to develope every power of every kind, and give it a useful direction. What topic in all that is necessary for a sound business education is here omitted? I can think of nothing, unless it be one or two of the modern languages, and these are introduced wherever it is necessary, as has already been seen in the study sheet of Dr. Diesterweg's seminary, inserted on a preced

ing page of this report. I have not taken the course precisely as it exists in any one school, but have combined from an investigation of many institutions, the features which I supposed would most fairly represent the whole system. In the Rhinish provinces of Prussia, in a considerable part of Bavaria, Baden, and Wirtemberg, French is taught as well as German; in the schools of Prussian Poland, German and Polish are taught; and even English, in the Russian schools of Cronstadt and Archangel, where so many English and American merchants resort for the purposes of trade. Two languages can be taught in a school quite as easily as one, provided the teacher be perfectly familiar, as any one may see by visiting Mr. Solomon's school in Cincinnati, where all the instruction is given both in German and English.

What faculty of mind is there that is not developed in the scheme of instruction sketched above? I know of none. The perceptive and reflective faculties, the memory and the judgment, the imagination and the taste, the moral and religious faculty, and even the various kinds of physical and manual dexterity, all have opportunity for development and exercise. Indeed, I think the system in its great outlines, as nearly complete as human ingenuity and skill can make it; though undoubtedly some of its arrangements and details admit of improvement; and some changes will of course be necessary in adapting it to the circumstances of different countries.

The entirely practical character of the system is obvious throughout. It views every subject on the practical side, and in reference to its adaptedness to use. The dry technical abstract parts of science are not those first presented; but the system proceeds, in the only way which nature ever pointed out, from practice to theory, from parts to demonstrations. It has often been a complaint in respect to some systems of education, that the more a man studied, the less he knew of the actual business of life. Such a complaint cannot be made in reference to this system, for being intended to educate for the actual business of life, this object is never for a moment lost sight of.

Another striking feature of the system is its moral and religious character. Its morality is pure and elevated, its religion entirely removed from the narrowness of sectarian bigotry. What parent is