functions of its kind, and no more. There is no progress, nor improvement. It is not so with man. He is possessed of powers and faculties, which indeed need development, but which are capable of endless improvement. He can avail himself of the experience of his fellows, and of the accumulated experience of past ages, and advance towards perfection. To develop his powers, to place within his reach all that others have accomplished, to rouse him to vigorous and continued effort in behalf of his own personal improvement, to aid him to form habits which will render him a valuable member of society, and to excite him to employ his energies in behalf of social progress and national welfare; this, and much more than this, lies within the province of Education. In the child there is a temple in ruins, which it is the aim of Education to remodel in all its pristine beauty. In his mind there is the image of Deity defaced, and Education, as an instrument, is to be employed to restore it in all its lineaments and fair proportions. Education aims to bring out and train up, in due time and at their proper seasons, all that constitutes man. In its most comprehensive scope it embraces both time and eternity. But as it relates to the schoolroom, it chiefly includes development of powers, formation of habits, and fitness for the discharge of social, relative, and national duties.

Education includes development. Man is a being of various powers and faculties, physical and mental. The man is allied to a physical nature, through which he receives all his impressions of the external world, and through which alone he acts in his relations with his fellow-men. Again, the mind receiving all its first impressions through the senses, is passive, but it has active powers, such as perception, conception, and judgment, though these powers in the infant are latent, and need to be developed. Again, man has relations to man and to God, and certain duties arising out of those relations; he also possesses the power of discerning the nature of these duties; in other words, he has a moral nature. Here, again, time and circumstances are necessary for these relations to be recognised, and for these duties to be performed. Hence, again, there must be development. Where the physical nature is not defective, the development of some of these mental powers begins at the very dawn of existence. Sensations are produced on the mind by external objects, through the senses, and in a little while the mind begins to associate these sensations with the objects, and then there is perception. And here development is the result of circumstances; but it is not solely attributable to external causes; much of it is owing to the mind's own energy. Yet circumstances have largely to do with the development of the powers and faculties. As far as this development is concerned, we should define education as the art of placing the child in such circumstances, of employing such agencies, and of giving him such exercises as are best adapted to develop his physical, mental, and moral powers.

Education includes instruction. It is a common error to confound these. But the one is essentially distinct from the other. If a man make known to me some fact that has come under his observation, he is giving me information; if he make plain to me some pro position in science or art, he is giving me instruction; but if he employ the latter skilfully for the purpose of exercising my own faculties, then he is educating me. Instruction is the art of making things plain to the understanding. It is that which throws light over) an object, and renders it visible to the eye of the mind. It has the same relation to the mental faculties and the objects of mental culture, that the sun has to the eye and the

external world. As the eye could never revel amongst the beauties of nature, without the presence of light, so the mind could never enjoy the creations of the past without instruction.

Instruction should be employed solely as an instrument of Education. We thus claim for it a higher sphere than that of making man acquainted with the discoveries of science, and the progress of art, or even of fitting him for the discharge of certain employments, which his wants or his social position require at his hands. We ask the educator never to give instruction with these things as his aim. He should never employ instruction for its own sake. We would not have him leave them entirely out of his calculations, but he should hold them in a very subordinate position. We would have the educator never to forget that the child is a being of high powers and destiny-of powers capable of boundless improvements, and with a career of progress that knows no termination.-Papers for the Schoolmaster.

REPORTS OF MUTUAL IMPROVEMENT SOCIETIES.

Dundee Literary Societies' Union.-First An- | the chair, opened the meeting with an appropriate nual Meeting and Festival.-The first annual speech, showing the value of such institutions to meeting of this important association was held in the youth of Britain. After tea, the officers for Lamb's Reading Room, Murraygate, on the even- the ensuing quarter were balloted for, when a ing of Thursday, July 20; Mr. John Hunter, vote of thanks was passed to the late officers. vice-president, in the chair. The reports by the Mr. C. T. Trevis, master of the Old Meeting Day treasurer and secretaries showed that the union, School, in addressing the meeting, stated that he in all points, notwithstanding the many difficulties felt a great interest in the cause of "mechanics' contended with, and the public delivery and pub- institutes," and kindly proffered his services in lishing of a series of lectures, has proved itself to instructing the members in various branches of be a successful experiment, so much so that it education. The meeting duly appreciated this was resolved to proceed immediately with arrange- generous offer. The thanks of the meeting being ments for another course during the ensuing proposed to the ladies who had so kindly conwinter. The office-bearers for the ensuing year sented to preside at the tea-tables on the occasion, were elected as follows:- Rev. George Gilfillan, a hearty response was the result. Mr. W. S. president; Messrs. John Hunter and William G. Robarts, one of the active members, in reply to a Kinmont, vice-presidents; Mr. David Myles, call from the chairman, gave a retrospective treasurer; and Messrs. Geo. Stewart and Andrew glance of the society's progress during the first Clow, secretaries. The annual festival of the year of its existence. He stated that its origi union was held in Lamb's new hall, in the Tem- nators, about twelve in number, had, by unperance Hotel, Reform-street; Thomas Dick, daunted perseverance and unwearied exertion, LL.D., the Christian Philosopher," and ex-pre- increased their numbers to upwards of sixty, and sident of the union, in the chair. About 150 sat directed them to regard this as an earnest for the down to tea, which was served at tables in a very future. He trusted that, instead of numbering superior manner. Interesting addresses were by tens, they might, at no distant period, count delivered by the Chairman on the advantages of by hundreds, intimating that very great praise such societies, and by Mr. George Robertson on was due to the small band that first commenced sacred music, Mr. George Stewart on the literature operations, and that this was an indubitable of the day, Mr. Walter Brodie on popular manias, proof that noue should "despise the day of small Mr. David M. Walker on ambition, and Mr. John things." He then portrayed the great benefit to Hunter on the language and poetry of astronomy. be derived from these institutions in manufacThe intervals were admirably filled up with reci- turing towns, especially in consequence of multations and music. Altogether, the entertainment titudes being sent forth by their parents (in some was of a bigh caste, and reflected great credit on cases from compulsion, in others merely for the all the individual societies of the union, and it sake of pecuniary gain) to earn their daily bread would have been a difficult task to decide which when they ought to be gaining instruction for the of them made the best appearance on the occasion. mind in the public seminary, the result of which The utmost harmony and good humour prevailed, was, that as they attained to riper years they were and the venerable doctor in the chair, and some prevented from filling situations of respectability veterans clustered near him, were as happy aud and trust for want of mental attainments. The delighted as the youngest in the hall. object of these institutions was, in some measure, at least, to provide a remedy for this evil, and thus elevate the working population to a position nearer to the middle and opulent classes. The speaker believed that, while some few might abuse their attainments, the great majority would be morally improved, and shun the places where

Mechanics' Institute and Mutual Improvement Society, Kidderminster.-The first anniversary of this society was held on Wednesday, September 1, 1852, at the Wesleyan School Rooms, Mount Pleasant. Upwards of fifty members parLook of ten. Mr. Samuel Yates, being moved to

THE INQUIRER.

vice resorts. Advice was then given with respect to the maintenance of good order in the various departments of the institute, both as regarded the officers and the members, and the necessity of maintaining an upright and consistent character in the daily avocations of life.--Mr. G. Northover then rose and briefly addressed the meeting, bear ing testimony to the fact that he, for one, had received intellectual benefit from its operations; and, being a person in middle life, intimated the importance of not merely providing for time, bu: also for eternity. The remainder of the evening was enlivened by vocal performances and the reading of selected pieces. At the conclusion, thanks were given to the committee of the Wesleyan schools for allowing the use of the rooms on the occasion.

The Inquirer.

124. Having long felt an earnest desire to study mathematics, both for the sake of their acknow-saries ?-W. B. ledged utility, and also with a view to an university degree, I wish to have the opinion of some one, competent from previous study to give it, on the following points:

1. Which is the best method of studying mathematics, the analytic or synthetic? Is it advisable to use the pen much in committing propositions and theorems to memory?

Review" for March, on "The Genius and Writings 129. In the opening article of the "Eclectic of Bunyan," it is stated that the three greatest natural geniuses of Britain hitherto have been a player, a tinker, and a gauger. three most rising poets of our day are a brewer, a it is asserted, strange though it seem, that the A little further on wine merchant, and a seller of shawls. who are these three poets hinted at, and what is the nature of their poetical effusions? - DKCM

WHANNAN.

enough to inform me what are the best means to 130. Will any of your correspondents be kind be adopted in the preparation of canvas, in order to bring it into a state for receiving the pain::J. Y.

126. What kind of an examination are druggists required to pass to be members of the Pharmaceutical Society--the knowledge requisite, ex-The question of "A Subscriber" 75 and 121.-St. Bees College, penses, &c., and every circumstance connected memory that of "Clericus," which. I think Cumberland with it? recalls T following hints may be of service has not yet been answered, and perhaps u to both.

For further particulars see "St. Bees College Calendar" for 1851; Rivingtons, London. It would be a difficult and delicate matter to point out to " Clericus" how to raise the necessary funds, for this must depend upon his own peculiar circumstances. If he has no friends to assist him, and can procure none, then his only chance is by accumulating sufficient from his present profession to enable him to study for the one he has set his heart upon. This may be difficult, but it is not impossible to the earnest man, and such a one we hope our friend is.-A. C.

they have the same object in view-entering the ministry in connexion with the Church of England. St. Bees College, Cumberland, presents peculiar advantages to needy students, its object being to supply a good and economical education for candidates for holy orders. The time necessary to be spent in the college is, in all cases, not less than two years. This period is divided into four terms, during which residence is indispensable. The first term commences about the 25th of January, and ends towards the 5th of May; the second begins about the 25th of August, and closes about the 5th of December. The third 91. The Welsh Language.-In answer to "Viaand fourth are like the first and second. Students tor," as to what books are most suitable for comare required to be in residence some days before mencing the study of the Welsh language, assumthe commencement of lectures, which begin ing that he is acquainted with the first principunctually (Sundays excepted) on the 1st of Feb- ples of the Welsh language, I beg to forward the ruary and the 1st of September. Students are following list of books, which, I believe, will supply admitted at the commencement of either term. the information sought:-"Vocabulary," by D.. There being no collegiate buildings, each stu- Jenkins, Aberystwith, 6d.; "Aberystwith Welsh dent furnishes himself with a house or lodgings Interpreter," by Williams and Son, Aberystwith, in the village, under the direction and control of 6d.; Spurrell's "Grammar of the Welsh Lanthe principal. The expense of board and lodgings, guage," 2s.; and "English-Welsh Teacher," by with economy, may be very small. The fee for Prichard, Caernarvon, 1s. If "Viator" is not tuition is £10 a term, paid each term in advance; acquainted with the first principles, the enclosed three guineas are paid by each student when he book ("Llyfr y Dosparth Cyntaf") is the best that comes into residence, in aid of a fund for keeping I can recommend him to commence with, which I the college in repair and increasing the library; think he will find useful, together with conversing the cap and gown cost about £1 10s.; this, with with some person that is conversant with the the additional cost of some prescribed books, in- | Welsh language; if not, he will be labouring cludes all the necessary expenses. The librarian, under a great disadvantage without seeking the who is generally a distinguished student of the aid of some one.-GWILLIM. college, is exempted from the payment of the college fee.

Before any application for admission can be entertained, the principal must be furnished with testimonials from two clergymen of the Church of England; one of these must certify (after a long and intimate acquaintance) that the party in whose behalf it is given is a man of unblemished morality and consistent piety; that he is cordially attached to the Church of England, and fitted, by his general habits, character, and attainments, for the office of the ministry. It must also specify his age and condition, as well as his pursuits from the time when he left school to that in which the certificate is granted. The other testimonial is to certify, after a sincere and bona fide examination, that the individual desiring admission is able to construe the Greek Gospels and Grotins de Veritate readily and grammatically; and that he has a correct knowledge of the rudiments of Latin composition. No student can continue a member of the college whose conduct is not in all respects satisfactory to the authorities.

The limits of age are twenty-one and thirty-five. It is desirable that the testimonials should be sent in as early as possible before the commencement of that term in which the student proposes to begin his residence.

The course of study during the four terms embraces scriptural and ecclesiastical history; the evidences of religion, external and internal; au expository knowledge of the New Testament; lectures on the creeds and the articles of religion; theology, doctrinal and pastoral; and Latin and English composition, especially that of sermons.

It is not necessary that the students should bring with them, in the first instance, more books than an annotated "Greek Testament" (Burton's), Middleton's "Grotius," and Tomline's "Introduction."

106. Monmouthshire not in Wales.-The first part of H. P.'s informant's statement-that Monmouthshire is not in Wales, but that it used to be

is quite correct; but, as regards the agreement, made many years ago, by which one county passes from Wales to England once in every century, and ceases to be considered a portion of Wales, the following extracts will show that, if such an agreement ever existed, the provisions of it were never carried into effect. It is true, I have heard parties state something similar myself; but they were uneducated, and knew little or nothing of Welsh history. The mere mention of such an agreement generally creates a smile. But for something conclusive. Judge Blackstone, in treating of the countries subject to the laws of England, in the fourth section of his "Commentaries," says:-"It is enacted by this statute-27 Hen. VIII., c. 1-that the dominion of Wales should be for ever united to the kingdom of England. * * And the statute

34 and 35 Hen. VIII., c. 26, confirms the same, adds further regulations, divides into twelve shires, and, in short, reduces it into the same order in which it stands at this day, differing from the kingdom of England in only a few particulars, and those, too, of the nature of privileges (such as having courts within itself, independent of the process of Westminster-hall), and some other immaterial peculiarities, hardly more than are to be found in many counties of England itself." Particular attention should be paid to the words, "divides into twelve shires, and, in short, reduces it into the same order in which it stands at this day." Blackstone wrote in the reign of George III. T. C. Thornton, in his "Popular Geography," says:-"Wales was formerly of greater extent than it is at present, being bounded only by the Severn and the Dee; but, after the Saxons had made themselves masters of all the plain country,