the schedule which follows, that a vast amount of instruction is given during these eight years—and, lest it should seem that so many branches must confuse the young mind, and that they must necessarily be but partially taught, I will say in the outset, that the industry, skill and energy of teachers regularly trained to their business, and depending entirely upon it; the modes of teaching; the habit of always finishing whatever is begun; the perfect method which is preserved; the entire punctuality and regularity of attendence on the part of the scholars; and other things of this kind, facilitate a rapidity and exactness of acquisition and discipline, which may well seem incredible to those who have never witnessed it.

The greatest care is taken that acquisition does not go beyond discipline; and that the taxation of mind be kept entirely and clearly within the constitutional capacity of mental and physical endurance. The studies must never weary, but always interest-the appetite for knowledge must never be cloyed, but be kept always sharp and eager. These purposes are greatly aided by the frequent interchange of topics, and by lively conversational exercises. Before the child is even permitted to learn his letters, he is under conversational instruction, frequently for six months or a year; and then a single week is sufficient to introduce him into intelligible and accurate plain reading.

Every week is systematically divided, and every hour appropriated. The scheme for the week is written on a large sheet of paper, and fixed in a prominent part of the school-room, so that every scholar knows what his business will be for every hour in the week; and the plan thus marked out is rigidly followed. As a specimen I present the following study sheet given me by Dr. Diesterweg, of Berlin, and which was the plan for his school when I visited it in September, 1836.

WEEKLY COURSE OF STUDY

In the Teachers' Seminary and Boys' School, under the care of DR. DIESTERWEG, at Berlin, in the summer term, 1836.

Through all the parts of the course there are frequent reviews and repetitions, that the impressions left on the mind may be distinct, lively and permanent. The exercises of the day are always comienced and closed with a short prayer; and the bible and hymn book are the first volumes put into the pupil's hands, and these books they always retain and keep in constant use during the whole progress of their education.

The general outline of the eight years' course is nearly as follows: I. First part, of two years, including children from six to eight years old-four principal branches, namely:

1. Logical Exercises, or oral teaching in the exercise of the powers of observation and expression, including religious instruction and the singing of hymns ;

2. Elements of Reading; 3. Elements of Writing;

4. Elements of Number, or Arithmetic.

II. Second part, of two years, including children from eight to ten years old-seven principal branches, namely:

1. Exercises in Reading;

2. Exercises in Writing;

3. Religious and Moral Instruction, in select Bible Narratives; 4. Language, or Grammar;

5. Numbers, or Arithmetic ;

6. Doctrine of space and form, or Geometry;

7. Singing by note, or Elements of Music.

III. Third part, of two years, including children from ten to twelve years old-eight principal branches:

1. Exercises in Reading and Elocution;

2. Exercises in Ornamental Writing, preparatory to drawing; 3. Religious Instruction in the connected Bible history;

4. Language, or Grammar, with parsing;

5. Real Instruction, or knowledge of nature and the external world, including the first elements of the sciences and the arts of life -of geography and history;

6. Arithmetic, continued through fractions and the rules of proportion;

7. Geometry-doctrine of magnitudes and measures;

8. Singing, and science of vocal and instrumental music.

IV. Fourth part, of two years, including children from twelve to fourteen years old—six principal branches, namely:

1. Religious Instruction in the religious observation of nature; the life and discourses of Jesus Christ; the history of the Christian religion, in connection with the cotemporary civil history; and the doctrines of christianity;

2. Knowledge of the world, and of mankind, including civil society, elements of law, agriculture, mechanic arts, manufactures, &c.;

3. Language, and exercises in composition;

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

5. Elements of Drawing;

6. Exercises in Singing, and the science of music.

We subjoin a few specimens of the modes of teaching under several of the above divisions.

I. First part, Children from six to eight years of age.

1. Conversations between the teacher and pupils, intended to exercise the powers of observation and expression.

The teacher brings the children around him, and engages them in familiar conversation with himself. He generally addresses them altogether, and they all reply simultaneously; but whenever necessary, he addresses an individual, and requires the individual to answer alone. He first directs their attention to the different objects in the school-room, their position, form, color, size, materials of which they are made, &c., and requires precise and accurate descriptions. He then requires them to notice the various objects that meet their eye in the way to their respective homes; and a description of these objects and the circumstances under which they saw them, will form the subject of the next morning's lesson. Then the house in which they live; the shop in which their father works; the garden in which they walk, &c., will be the subject of the successive lessons; and in this way for six months or a year, the children are taught to study things, to use their own powers of observation, and speak with