one subject through all its stages, has been adopted in conformity to Pestalozzi's principle of a CIRCLE of instruction *.

Pestalozzi's principle is, to develop the intellectual being as an ENTIRE, and not in an insulated manner. He would, therefore, by no means allow children to proceed too far in any one direction; as this will weaken, and, in time, disable the other faculties, and occasion in the mental powers a want of harmony; and however wonderful a particular power may be, still it is but a fraction, if the other powers be not developed at the same time.

Pestalozzi wishes for an elementary circle; for every kind of instruction to be going on in the course of the year; that food may be found

* Further exercises, in Number and Form, in the Pestalozzian spirit: also, Tracts on Pestalozzi's elementary system of Education, have been published by an Irish Traveller. These works are strongly recommended to the attention of Parents, and Conductors of schools. It is to be regretted that they are only to be procured in Dublin. They deserve a more extended circulation.

Lineal Drawing, and Introduction to Geometry, by L. B. Francœur, will also be found useful.

Jardine, on Philosophical Education, contains some valuable suggestions.

for each faculty; and not that one should be nourished, while the rest remain in a state of starvation. Nature sometimes bestows, or art produces, a predominant talent; and where this has been allowed to take the lead, and to act too forcibly, the most judicious management is requisité, to bring it into harmony with the other powers.

Pestalozzi himself, possesses an inexhaustible fund of goodness, and of love to the human race: all his thoughts, all his words, all his actions have but one object, one tendency, one end; which is, to render man wise, good, and happy; and this he would accomplish by developing him as an entire; raising his spiritual nature above the intellectual and corporeal; and teaching him to govern himself by the law engraven on his heart, rather than by outward laws and forms.

It is such men, and many such men, as Pestalozzi, that are required, in order to demonstrate, in a clear and intuitive manner, what sort of treatment the properties and faculties of human nature demand; and to prove what degree of perfectibility, under proper management, by means of a system and

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principles analogous to nature, the internal powers of man are capable of attaining.

No one has penetrated so deeply into the nature of the CHILD; no one has recognized the sanctuary of the MOTHER's heart; no one has judged so correctly of the essential wants of the INFANT, as Pestalozzi. May the ster-: ling worth of his ideas and principles be estimated according to their merit; and may the seed sown by his enlightened tenderness, produce a rich and abundant harvest! Incalculable to Parents, to conductors of schools, to children, would be the benefit derived from the introduction of the Pestalozzian domestic or fire-side education.

Schools would assume a different aspect, could all Parents be persuaded to devote themselves to the early cultivation of their children, and to resume this attention during the vacations. However excellent in character, and however great in talent, may be the master, educating Parents will send their children to the school of the present day, under the painful consideration that they may become the companions of the neglected, the idle, and the immoral; and that no regulation, no vigilance,. on his part, will avail, in counteracting evils arising from the contagion of bad example.

These Hints" are designed to assist Parents in the early preparation and culture of their children; but as it will rarely be found practicable to continue the education of sons under the parental roof, perhaps a few suggestions, on the possibility of effecting improvement in schools, may not prove unacceptable to Parents who have been willing to receive hints on home education; and who look forward with anxiety and apprehension, arising from the difficulty, if not impossibility, of finding a school answering in every respect to their wishes. It is in the power of Parents themselves to lessen, in a great degree, these feelings. They have too long slumbered at their post: it is owing to their supineness, to their neglect, that schools have remained comparatively stationary, while other sciences and institutions have rapidly advanced. For although the theory of education has made considerable progress, during the last fifty years, yet much remains to be done, ere, in practice, the science can be said to rest upon a sure and solid foundation. But let Parents unite in devoting themselves to their duty; let them avail themselves of the opportuni

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ties they possess; let them qualify themselves, by observation and practice, for taking the lead; and, through their instrumentality, education, from being low in the scale, will, at least, rise to a level of improvement with other sciences. Let PARENTS call for improvement, and improvement will be obtained. limited progress which has taken place, has arisen from the discussion which the subject has undergone; and much more will be effected, if all who possess influence, and all who feel an interest in this great question, will persevere in the call on public attention. Money, the Press, personal exertion, Zeal, Talent, Experience, Philanthropy, must each and all give their aid, in a cause so deeply involving the highest interests of man.

The foundation of improvement in schools, would be laid, as above stated, by Parents cultivating the heads and hearts of their children in a Pestalozzian spirit, previously to their quitting the domestic circle. The next step would arise from conductors of schools adopting the principle of division of labour. A master, who undertakes the education of pupils, varying from 5 or 6 to 18 years of age, can