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MOGN'S CHANGES, Firat Quarter, Sth day, Sh 42m. p. m.,S. W. Fall Moon, 4th day, 2h. llm.a. m., 8, W. Last Quarter, 2iet day, 3h. l7m. p. m., N. below horizon }

New Moen, 23th cay, 7h. 20m. a. m., EB. DI dun Sun | Moon! High Days pgiOa¥ OF WEEE ices sets ises Me “<4 b. mh. mimorn|h. mih m. 1! Tuesday 7 304 59 3 |4.morn! 9 29 2| Wednesday 29:5 1, 3 40) 0 36 32 3 Tharsday 2s 39 3 ii 35 4) Friday 26 5' 9 31) 1 56 39 5 Saturday, 25 610 8 2 41 4! 6 Sanday 23 «67/10 39! 3 38) 44 7 Monday, 21 91 2448 45 $' Tuesday 19 llisft 4 6 8 §2 9 Vednesday 17 12 5| 719 5S 10 Thursday sy i 5 8 16 59 il Friday 14 «616 6' 9 2110 2 12 Saturday 12} 17) 4 10:94) 5 13 Sunday 1, 185141017) «9 14 Monday 9 62 19 10 48 1} 15 Tuesday oe 24'11 2) le i6 Welnesday & 623 29,11 52 18 17 Thursday 3} 24 36 aft 24 21 18 Friday 1} 26/10 45) 1 0 25 19 Satarday 6 58) 27) i 55) 1 37 25 20 Sunday 58' 28)morn’ 225) 30 21 Monday 546) 30 4 3 23) 36 92 Tuceday 54! 3i' 2 9 4 45) 7 23 Wednesday 62} 33:3 9620) 41 24 Thoreday Si; 34,359 743; 44 45 Friday 49, 36 4 41, 8 45 7 96 Saturday 47' 38:$169% 5! 7 Sunday 45 39,5 5010 18] 54 4% Monday 6 44'5 40) 6 15.10 57.10 56

Prince Baward island

RAILWAY.

TIME TABLE NO. i65.

Winter Arrangement.

fo take

effect on the 6th Dec., 1880.

= SS ===. OT O—O— TRAINS GOING WEST. era Til xs. MIXED. MIXED.

Georgetown.....| Up 8.15a.m.

Cardigan .. a

Mount stewart. Ar 10.00 “

Wearis Dp 7.00 a.m.

Bear Kiver = 418:*

St. Peter's “ Os:

Morell i g16 *

Mt Stewart.....'Ar 10.00 “*

Mel Stewart... Dpi0.05a.m.

Beauford. ‘10.4 *

York . . “~ 33.65 “

Eeyalty Junction) *‘ 11.22 *

Charlottetown...jarll.45 “

Crarlottetown

Dp 8.15 a.m.

Royaity junction! ** 5.38 * North Wiltshire.| ‘“* 9.30 ** Huater River.. - 66 * Bralalbane .. ae County Line. "ha * Keosiugt a. “iw Sarinerside | | Ar 11.45 ®

= (| Dp 1 45p.m. | Wellington .. | ~*~. 2. < Pert Hil 7 2 O Leary “ 432 “ A)bertua 1° a * Tigh . a ai 7

eee ee 6 a

eee ecemewnenen Dp 3 00p.m *- 3.93 * ia ~ 420 * ‘ 5.07 “e B18 * oe 6.56 “e 4r 6.30 “ eS

TRAINS GOING EAST.

STATIONS. MIxep, | MIXED. _ ——$——— _ tie —_—_— __ -—-— or - Tignish . |Dp 6.45 a.m. | Alberton ° a @' Leary. ‘ $40 } Port Hill e om * Wellington .. “ia “ 5 ) Ar 11.26 “ Summerside. {Dp 200p.m.!Dp 7.45am. Kensington .. - @ * ‘tae County Line.....) 313“ | 8.58 ** Bradalbane .. “2 * « 203.° Hunter River.... 3.59 * 9.45 “ North Wiltshire. aoe * 10.61 ** Royalty Junetion| ‘* 5.07 “ ! 10. 52 ** Charluttetewa Ae 696 t&AcilLe * Charlottetown Dp 2.30p.m. | loyalty Jumetion| ‘* 253 ** York , 3.09 * Redford .. . 2." Mt. Stewart. iAr 4.10 °° Mt. Stewart Dp 4.15p.m. Morell cL ae | St. Peter's “ oe Bear River 1? 4f.% Souris .. a ae © Mt. Stewart...../Dp 4.i5p.m. CO cnrecseh.) | Georgetown .....j|Ar 6.00 ‘

L. B. ARCHIBALD, .

Superintendent.

Railway Office, Ch

eneereenenrin

arlottetows, Dee. 3, 1880.

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nl

HE EXAMIN

WEEKLY EDITION.

Charlottetown, Prince Edward Island, Friday, February 11, 1881.

ee:

The eekly Gxaminer

FEBRUARY 11, 188].

Aw Order in Council prohibits the im- portation into the Provinces of Nova Scotia, Prince Edward Island, New Brunswick

The Stock Farm Commissioners are, we believe, about to breeding may

purposes ; and involve an awkward

this regulation pause at the We beg te call the attention of the prepar authorities to the propriety of including Charlottetown in the list of ports excepted from the prohibition. _—— = + —

Slavery in P. B. Isiand.

We are favaitgd with the following ex- tract from an old memorandum book of one ef the early resideats of Charlotte- town:

“*19ra Jury, 1800,—I was under the neces-

to get them to gato Prince Town—that at |

the end of one year, if they behaved them- f which | was tobe the judge }

import some cattle for |

EDUCATION.

REV. JOHN MCKINNON 'S LECTURE BHFORE THE EDUCATIONAL INSTITCTE—SUMMARY REPORY,

NorwirsstaNnprne the storm, an apprecia- tive audience heard the Rev. John Me- Kinnon, of Georgetown, lecture last Friday evening in the Hail of Upper Prince Street School, op the important and ever interest- ing subject of education. Dr. Leeming oeeupied the chair; and among those present were the Rev. Dr. Murray, Rev. Donald MeNeil, D. Montgomery, Esq. , Superinten-

son, Esq., M. P. P.

inspired words of the wise Solomon: “ That the soul be without knowledge it is not good. * * * To know wisdom and instruction, to perceive the words of

| understanding, to receive the instruction of wisdom, justice, judgment and equity, |

to give eubtility to the simple, to the young man knowledge and diseretion;”’ and, after ashort comment upon the writer of these passages, he referred to the education of Egy»t, Chaldea, Persia, Phoenicia, Greece, and Rome. Incidentally he mentioned the rather interesting fact that it was the great Plato, the author of the first systematic treatise on edneation, who first proposed to

and that neither wanted them or either of them, I would gives them their liberty; that is to say, only for | themselves two, not liberty for any children | they new have or may hereafter have. But [ | also told them that if they or either of them | misbehaved, they forfeit all expectations | thereto. I also told them as long as| either of us wanted them, they were not os look for or expect their liberty, but to remain

slaves as long as we. or eithor of us, thought

proper; and I also assured them, if they be haved themselves well, they should vever be | sold with my consent."’

— + ee

seives well (al Mra. or myself | '

Treir Record.

Untit the Grits can erase from the pub- | lie minds the record of their actions during | the last ten years, they must bear the ap- propriate nawe of the ‘‘ Organized Hy- | pocrisy.” The majority of the people will ealla spade « spade. As the things the people will have to forget before the Grit party can get a character for sincerity are many, we can only enumerate a few of them. They must forget—

That the Island Grits were opposed (or pretended to be oppused) to building a rail- way, and were elected to stop it. That, instead, they built fifty additional miles.

That they were anti-Confederates, and were coverted into Confederates in a night.

That they said the first terms of Union with P. E. Island were just and liberal, and the best that could be got. The Con- servatives afterwards got better terms to the value of $28,000 a year, and the Grits now blame the Conservatives for not getting more.

in Dominion polities the people must forget that the Grits shouted for purity at elections ; and that those who shouted lowdest was proven to have bought their = into Parliament.

hat they suggested and agreed to the Carnarvon terms; and that they now re- pudiate that bargain.

That they sent steel rails and called for tenders to build a railway in British Col- umbia; that they now say they vuever intended to build it

That they offered 54,000,000 acrea of land and about $37,000,000 to any com- pany that would build the Pacitie Railway. That they now say that $25,000,000 and 25,000,000 acres of land are too much.

That last year they said the lands of the North West were not worth $1 an acre. That this year they value the same land at from $3 to $10 an aere.

Be acove can ali be clearly proven from the votes and speeches in Parliament and frem the publie records. If they are now called ** an Organized Hypocrisy,” it is only the legitimate consequence of their own Oh, that mine enemy would writea book ! was the exclamation of the ancient eer. The enemies of this Dominion and of the Conservative Party have written a book (by their sayings and doings during the last ten years) that bears most damag- iig testimony against themselves.

Canada’s Hudson Bay Route.

acts

In the excellent speech, delivered a few waeks ago, on the great Railway Contraet, by Mr. McLennan, member for Glengarry, attention was called to the fact that char- | ters had been granted for the constructien of a railway between Lake Winnipeg and | Port Nelson en Hudson's Bay, with a view | to facilitate transport to Europe via Hnd- | son's Bay, should it prove to be navigabie | long enough each season to warrant the | belief that Port Nelson might be made a summer port for the fertile belt. Mr. McLennan’s object in dwelling on this mat- ter was te show that the Pacifie Railway Syndicate was by no means likely to have tiings all its own way as the great carrier fer the people of the North West. The Importance of the pro- ject of satablisking a suiamer port on tdudson’s Bay for Central Canada, if that project is feasible, can scareely be over. rated. Port Nelson is some eighty miles) nearer Liverpool than New York; and is) five hundred miles of the | very heart of the fertile belt, with long stretches of water communication along several routes leading from the fertile beit toward it. The length of railway ab- avlately necessary to be constructed to render communication rapid between im- portant points in the North West and the projected summer port is only some two hundred and fifty miles. The feasibility of the project seems to depend wholly on the length of time each summer during which Hudson's Bay and Straits are navigable. If, as has been lately stated, the navigation ef the Bay and Strait is open and tolerably safe for, at least, five, not to say five and halt months each year, the project will assuredly be realized at an early day. We shall be glad if the fortheoming report from Professor Bell, recently employed by the Dowinion Government te gather reliable information on the snbject, shall threw ciear and satisfactory light thereon.

We regret to hear that Mr. James D. MuKevsien roprietor of the Upper Belle Creek mills, Neat his house by fire last week. How the fire originated is not known. He is a most estimabie young man and must receive the earnest sympathy of the community in which he lives.

The Patriot remarks :~-‘‘ From what we hear we conclude that the new railway Super- intendent is winniag golden opinions from the ewployees on the railway staff and the public geserally, not by toadying to the local politi- caus but by doing his work well and by

treating his subordinates with courtesy and impartiality.”

Ax inquest was held before Coroner Bre- haut on the body of Mrs. William Herring, of Murray Harbor Islands, Lot 64, who was found dead in her room, when the jury re- turned the fellowing verdict; -‘* Death from heart disease. ”—- Patriot

CowxTRy DEALEHS are requested to bear in mind that the P. K. 1. Pottery Co, are manu- facturing milk dishes and other ware in large quantities, and will supply the trade in the spring with an article cheaper and better than

| good citizens, arid tend to the possession

| The ideas which the aneient world has left

| striving after the highest ideals

eutrusat the whole of the education of the people to the State, on the ground that education would diminish critne, make

by the people of comforts and happiness. | us might, the lecturer said, be summed up under two heads—Grecian and Roman. In | the one, man is presented beautiful, active, | clever, receptive, emotional, greedy of | pleasure, enquiring into every secret, an In the} vther he is presented as practical, energetic eloquent, engaged im defending a political principle, maintaining national freedom, | leading armies, making roads and fortresses extending eonquests, and establishing law and authority. Has the modern world sarpassed these types? Can we, in the present day, produce anything by educa- tion except by convineing, blending and modifying the self culture of the Greek and the selfsacrifice of the Roman? The education of the Jarzlities was eminently of areligious character. But, besides, the Jews, asa whole, enjoyed the benefits of good sound practical knowledge. And the eminent men produced by this nation stand head and shonlders above those of the most illustrious among the other nations of antiquity. The educstion of the Middle Ages was largely either that of the cloister or the castle—to form the monk and the knight. The discipline in those days was invariably harsh and severe. A change was effected by the Renaissance, the Re- formation, and the early Jesuit insti- tutions. The lecturer here noticed the fact that Wolfgang Rathe, of Holstein, who was born about the middle of the 16th century, anticipated in his system of teach- ing the best improvements and the most advanced methods recegnized in modern times. His chief rules were :—

1. Begin everything with prayer.

2. De everything in erder following the course of nature.

3. One thing at a time.

4. Often repeat the same thing.

5. Teach everything first in the mother tongue.

6. Proceed from the mother tongue to other languages.

7. Teaeh without compulsion. children to make them learn Pupils must love their masters—not hate thew. Nothing should be learnt by heart. ~“ufficient time should be given to play and recreation. Learn one thing before going on to another. Do not teach for two hours consecutively.

&. Uniformity in teaching, also in school books, espectaily grammars, whieh may, with advantage, be mace comparative

9 Teach a thing first—and then the reason of it. Give no rules before you have given examples. Teach no language out of the grammar. but out of authors |

10 Let everything be taught by example | and by experiment.

Do not beat

All of these precepts, the lecturer said, are full of wisdom, and most of them have been adopted by the best teachers of the present day.

The establishment of Training Colleges or Normal Schools was a decided step in advance. The first of these schools estab- lished in Great Britain was opened in| Edinburgh in the year 1830. Now there | are large numbers of them in Europe and

America. Having thus sketehed the history of education, and noted particular- ly the rapid advances made in

the art of teaching during the first fifty years, the lecturer proceeded tu define tne subject. Education, he said, may be re garded as consisting of three parts: Intellectual education, or the cultivation of those powers of the mind by which know- | ledge 1s to be acquired and used; moral and | religious education, ewbracing the methods | of enltivating and regulating the moral | powers, the affections and dispes'tions, in order to produce social morality and the love and fear of Ged; and physical educa- tion— that which affords instruction as to | the means by which the health of the body | may be preserved, and its strength and ac- tivity may be duly developed.

The duty of giving education devolves first of ali upon parents. God's command is, “* Train up a child in the way he should go, and when he is old he will not depart from it.” Bring up your children * in the nurture aud admonition of the Lord.” No parent can be relieved of this responsibility. and no right thinking parent wishes to be relieved from it. This duty is as binding upen parents up to the measure of their ability, as is the duty of providing them with food, clothing, and a cemfortable home.

The Stato also, is deeply interested in the education of the young. [ts own existence, character, administration of law and jus- tice, internal peace, prosperity, indepen- dence and relationship to other natiens of the world, depend upon the education given and the character of that education. The State that neglects the education of the youth is committing suicide, and will eventually ond in disaster. It is, there- fore, within the province of the State to compel parents to educate their children— to see that every child receives, at least, the minimum of education—a knowledge of reading, writing, arithmetic, grammar and geography. It is the duty of the State te provide the necessary facilities for education, so that education may be brought within the reach of the children of the poorest of the people, to see that suit- able institutions are provided for the training of teachers, and to render all the assistance necessery, consistent with other obligations, to furnish the education required. While it is specially and peeu- liarly the duty of the Church to see that the young are religiously educated, it is also the duty of the State to enact that the education provided be a Christian educa- tion. The Christian element is essential to the formation of # true citizen. It is righteousness—the righteousness which Christianity provides—which exalts a

nation. Sin is acisgrace to any people.

dent of Education, and Donald Farquhar- |

The learned lecturer began by citing the

| the audience.

| The Greeks and Romans, while intellectu- ally educated, were sunk in the grosses immoralities. France, at the time of the Revolution, declared itself unchristian and atheistic, banished the Christian Religion, and attempted to rule without it. period is known in its history, and will continue to be known, as the Reign of Terror. Christianity is the conserving elewent of all trae greatness, the only power that elevates States and nations, and the true source of development and pro gress, A system of education, therefore, that does not admit into its management the essential clement of the Christian re- ligion will necessarily be defective and dis- appointing in its results. The fact cannot be ignored that our country is a Christian country. Its legislation professes to be founded on Christian principles. Its poli- tical constitution is based on the ackuow ledgment of Christianity. Its law courts, the whole judiciary of the realm, acknow- ledges this belhef. Hence the sanctity lattached to oaths. the sacredness with which the Sabbath is regarded, the law with reference to marriage, public fast days and days of thauksgiving appointed by Government. Tie universal conscience of the nation is recoguized as Christian, Therefore, all tue legistative arrangements for the education of the people should be |in harmony with this univereally acknow- | ledged belief. It is trne that in conse-

iaper ection and endless

| quence of the

|} mental diversity which characterize man

| kind, the Chmstian religion is not looked at } from the sawe stand oilnt with reference to } many of its doctrines, its power of Church

government, its ordinances and discipline. Un all of these there are recogniaed diver- sities of opinions. But, notwithstan ling these diversities, there is substantial unity among «1! Christians as to the essentials of

Christianity. All _helieve that the Bible is an_ inspired Book, and the supreme rule of faith and

practice. All classes of Christians believe in the doctrine of the Holy Trinity —in the mediatorial character of the Lord Jesus Christ, in the person and power of the Holy Svirit, in the necessity of faith in Christ and a holy life in order tu salva- tion; all believe in the doctrine of future rewards and punishments,—of a state of bliss or a state of woe. These beliefs are the essentials of the Christian religion, and on these Catholics as well as Protestants agree. They stand side by side on the broad platform against all heathenism, mahommedanism, atheism, infidelity and rationalism. It is true, that they differ from each other oun many important points, but on all that is necessarily essential to the Christian freligion they agree. It is, therefore, not absolutely necessary that one should be either a Catholic or a Protestant in order to be aChristien. The age for thinking so is rapidly passing away. Let it pass away. Such then being the case, itis clear that there cannot be any- thing insurmountable in the way of the State providing a Christian education for the people. The lecturer said he was glad to acknowledge that the provisions of the present Act are in harmony with such an education the Bi le being permitted to be read in any school by obtaining the consent of the parents and trustees. “he only thing provided againat is sectarianism; but in his opinion, a Christian education is possible without a tinge of sect.

In imparting 4 Christian education, much depends upon the character of the teacher ; and a teacher should, therefore, be of high moral standing, unblemished reputation—a genuine Christian. ‘The pure moral prin ciples of the Bible should not only be in- culcated daily, but should be practiced in the conduet of the school. Worthy teach- ers should be well paid. What is known as cheap teachers, are dear at any price Good school houses well furnished with

| maps, globes and other neeessary appara-

tus are required and should be provided. The course of instruction should have special reference to the requirements of the eountry, and be shaped in that directien. This country is mainly agricultural, and therefore lessons in agriculture should be

| given in all the high grammar schools, at

least.

{n conelusion, the learned lecture™ said that by making provision for such an eda- cation as he had indicated, the present generation will erect in the hearts of the generations to come & monument of its

wisdom, piety and patriotism, more enduring than the most imperish- able structure of art. The names of those who take a prominent and

active part in this great work shail be re- membered with gratitude and veneration, when those of othera, more pretentious, shall have been forgotten ; and the influ- ence of their example and the results of their efforts shall be gratefully acknow- ledged by generations unborn, rejoicing in their realized benefits, and yielding to them stimulating effects, — ‘* A flame to purify the earth, Exalt her sons on high, And train them for their second birth— Their birth beyond the sky.” The lecturer concluded amid applause, and received # hearty vote of thanks from

++ << ++ o-——_—_-——

The Old Song.

BY ROBEKT SHAW.

We sometimes sing the old songs ;

What care we for the new ones?

I want to hear that darling tune

That charmed in years goue bye.

Strike sharp the note; play soft the lute ; Come, join the happy ehorus,

O! let me hear that old song

Once more before I die.

Tis like the breath of heaven ;

How soft its gentle cadence—

Just like the eastern zephyr

Tha’ mingles with a igh.

U ! sing to me that old son

That soothed me in my childhoed ; The words are earthly, born of earth, The music’s from on High }

> 2+ am +o

Railway Troubles.

The annual table published by the Chicago Railway Ags shows that, in 1880, 31 railways of the United States, with a mileage of 3,375 miles and a stock capital (in most cases nominally paid up) of §97,- 97,317,700, were sold under foreclosure for the benetit of bondholders whose original lien, without interest, aggregated $166,- 568,000. All the larger reads in the list were bonded for two or three times the capital value of the stock, so that the ‘‘ownership” of the stoekholders was ex- actly that of a man whose house has a mortgage on it twice as big as his own in- veatment in the property. But one large road, the Atlantic and Great Western, figurea in the table of foreclosures, with 512 wiles of road, $68,850,000 in bonds and debt and $34,675,000 im stock. Only four other roads foreclosed in 1880 have a mileage of over 200 miles each, and but one of over 350, so that the foreclosures of the year cover privcipally small roads of no great importance. The total of mileage toreclowed is less than in any of the past five years, but the total capital involved, 263,882,000, has only been exceeded in 1878. From 1876 to 1880, five years, 223

Godliness is profitable unto all things. It has the promise of the life that now is, and that which isto come. A Godless educa- tion never elevates, never has elevated, peoples or nations. its tendency is to de-

yorted. Frep. W, HyYnpMay, yr - i: jan. 19, 2awik w

grade. This is the history of all past ages.

roads, with a mileage of 29,307 miles, and @ nominal capital of $1,235,633,000, have been foreclosed. These figures equal a fourth of the total nuleage cf the country, and fifth of the total railroad capital.

But that |

ae BE eo ai satin a

i

COMPULSORY EDUCATION AND A REFORMATORY SCHOOL.

before the Educational Instibuée by Mr, 7. A. LePage. )

THE subject chosen for discussion to- | nightis: The establishment ofa Reformatory, lor school of correction. It is one that | naturally arises where compulsory educa- tion is law, but law somewhat in advance of public sentiment. The backwardness of public sentiment among us may be thus aecounted for It is only lately here that State schools have in a large measure re- placed private and denominational schools, The change means a good deal. Schools of the latter class imply that the education of children is entirely the affair of parents or of churches,—that these have the sole say asto what trainingshall be given ; whereas under the former there is also recognized the State’s right of propriety in the young. On what is the State's claima to this right founded ?

Partly on this: It has been found that when it is left to parents alone to say what their children shall be taught, their deci- siou in the inatter varies with their cireum- stances. Those who can appreciate a good education, because of its actual worth to them, give it as faras they can to their children. Those again, who have received but little, are apt to value it lightly and withhold it, either from want of means or from the old notion that the son shoald carve out his fortune with the same tools as the father. Similarly, when education is left to religious bodies, so much care is taken that the young shall follow devoutly in the hereditary creeds, that the training which is necessary to make good citizens is largely supplanted by that which will make good church men. Accordingly, where there are only private or sectarian schools, side by side with afew well educated area great many whose training is deficient or one-sided.

Now, the fundamental doctrine of modera governments is this, the unity and supre- macy of the State. For example, a wrong is committed not simply against the party injured and his kindred, but against the whole people. And so we kind it now the State’s business, in the name of the com- munity, to punish for wrongs done. If this be granted as proper, it seems only another step in the same line when the State undertakes to prevent wrongs. As then our criminal and idle classes are usually the uneducated, those who have grown up with but little cheek on their conduct, the State in recent times has raised her voice and said that ignorance is a wrong affecting, not the degraded only, but all; that the existence of an ignorant class means the existenes of a pauper and eriminal class, with which the State has to do.

It is upon this ground mainly that the plea for cempulsory education rests. higher status of citisenship, and therefore a stronger community, are secured by the wider and more equal diffusion of knowl- edge, even though in securing them it is needful to use force.

The State, them, lays claim to all child- ren for a certain period of youth; and, through its public schools, agrees to teach j them the branehes of eommonest use in life. In following out this claim it ean, in justice to itself, admit of no evasions. Of eourse it cannet forbid private schools or the private teaching of particular beliefs. But it is plain that private inetruetion must, in order to keep its plaee, be at least as good as that given publicly, and indeed better, when one considers their increased coat. So that even in this ease the State’s claim is not evaded, but plainly granted. And as to religious training, the State does not ignore this on principle, but on ex- pediency. Rather than relinquish its right to the physical and mental development of the young, it leaves this matter as a special department to other bodies. At least that is the views ef uot a small number on the subject.

Now, when this system of public instrue- tion has become the settled state of things, when the community is educated up to it, very few evasions are made. But in ac- complishing the change from a state of ir- regularity and neylect to one of order and care, it is not strange if certain difficulties should show themselves.

One ef these difficulties is to be met with in the case of the extreme poor. The State owes these an ed:caiion. Indeed, it is to rescue these from poverty that the State undertakes so much. But here, in America, where class distinctions are but faintly drawn, and where the schools are epen aud common to all, the starting of special schools for these would be a thing to be deplored. As yet there are but few signs of its need here. it was with pleasure that we heard at our last meeting that the children of the cemparatively rich and others somewhat ill-elad were all members of the same classes, equal before the teachers and with one another.

But anether and more serious difficulty presents itself in the case of the wilfully bad. ‘These are not confined to any one age, sex, religion or station in life. They are to be found in nearly every school, the trial and at the same time the test of the teacher's temper and power. What is to be done with these ?

Complete mastery over this class is not to be expected at once. For, very often, the discipline of the school is rendered of small etfect by the laxity ef rule at home, aud if the parent, whose interest in tho child is certainly deepest, fails to command obedience, the teacher must not be dis- appointed if improvement beslow. The light in which the matter is apt to appear at first sight to the teacher is this oe my work to be interfered with, is my influ- ence over those already under control to be leasened by the bad behaviours of afew ! And the simplest remedy that s ts itaelf ia to get rid of the offenders. it be n that they be taught at all, that to their bad arts be added the know- ledge of howto make a readier use of them, let this be done elsewhere, where there is lees chance of spoiling the geod, and where constant attention ean be given to their conduct? That is, shall there be established a school of correction ? Plainly such treatment of a pupil is all but equal to expulsion. Now while such a acourse shuuld be held iawful, while it it may sometimes be as necessary to expel from school as to banish inte pa servi- tude or commit te jail, still with the young very rare cases should require such extreme treatment. It is to degrade a pupil; and any act that can destroy s pupil’s self respect, even though there be very little that deserves respect, should be done only after the most seber thought. To remove a child from an ordinary department to a school of eorrection would certainly have this tendeney.

But the absolute right to do so may be questioned. Let it be remembered that the State undertakes for the parent the the function of the parents; and that sehool teachers are the State’s servants, not their own lords. Let them remember

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selves solely with the well-disposed, but to

public duty is before personal convenience.

that their business is not te enjoy then:- win and train the ill-disposed; anc that

This view may modify the first judgment on the case. And it may modify too harsh rules for the conduct of scholars. For no set of stiff rules can suit equally well children .of different temperaments and

different home-training. To do one’s duty under the light of this principle one will often have to step down from the height ia which rigid systems of class rule are apt seat one. If the State, as knowing better than the parent, agrees to fit the child to begin active life, it must preserve, through its teachers, the parents’ long-suffering not less than the parent’s authority. To exact a too rigorous compliance with rules has often a mischievous effect. Children are not thus trained; they are driven. If a pupil is late, for instance, certainly he should be able to say why; but te demand from every tardy one an excuse written by a

pushing discipline too far. It is as though the pupil’s own word were not to be taken. it is to encourage distrust, than which nothing teaches falsehood more fast or more|effectually. If then disobedience to rules asa ground for removing a pu- pil, let us be sure that the rulesare wise, not arbitrary. Nor, again, should class work be su regularly graded that absence for a day or two, or the ocoasional missing of a lesson, should cut the connection for a pupil and make him feel hopelessly in arrears. It is this feeling that makes at- tendance distasteful to those inclined to be irregular—the knowledge that they are behind and are likely to be chided or pun- ished for it. Young minds cannot grasp sustained eonnections ; this is the work of the matured imtellect. And so, when the thread is lost, the mood becomes dull—a state in which no one can learn.

While then it is easiest to the teacher, and of most advantage to the greater num- ber that all the class should advance together, it must not be overlooked that children are of unequal powers ; that some need a rest at times ; and those slow, rest- ing ones are as much the teacher's charge as the more eager, tireless ones. We ail have a tendency to go too fast, to go over so much work and to think that if this is done, all is dene. Whereas, the true meas- ure of ateacher’s success is his average pupil's ability—not what has been gone over with him, but what he is fit for him- self. If the failure to maintain an average place in class begets indolence, and this seems to into wilful stupidity, the removal of such pupils may be a necessity, but a neceasity partly owing to the teacher's unwise haste. To econelude:—A school of eorrection would in my opinion, be put te a mis-use, if the poorer scholars in eur present de- partments were transferred to it for further teaching. By poorer, [ mean these who retard the general advancement, whether from want of ability or wilful misconduct. uch a transfer would be a confession of he teacher's failure,and of the child’s mas- tery, a confession which no teacher should like to make. If however the teacher pleads inability te control, and feels ‘that his or her work is being greatly hindred and unfairly judged, through someone's prominent badness, then in justice to the teacher, such transfers might be made. Sueh a school might indeed have a mission if parents with unusually troubleseme chil- dren, desired them at first to be put under special cara: but there mighi be some dif- ficalty in getting this granted. It may be argued teo that the fear ef being removed to such a school might put some, otherwise ee on their good behaviour. But men have reason to be suspisious of the goodness which is rooted in the fear of disgrace, it has sueh bad soil te grow in. » And I think that the institution, instead of accomplishing the State’s purpose in founding it, would defeat it, if parents were not in full sympathy with any such treatment of their children. Its really proper use seema to me to be this, to pick up the atreet wanderers who have troubled schvol but little, teach them cleanliness and good habits, and give thera as much mental knowledge as will be taken readily, with- out producing disiike by exeessive discip- 6. Anyone who has read the adventures of Tom Sawyer will remember that typical urchin Huckleberry Finn. It had been his delight in early life to explore emptied sugar barrels and molasses casks. A very erderly old woman took pity on him and tried te rescue him from his wild life. But the difference in habits was too t for him. He returned to his first love with all the greater glee, from his short trial of punctuality too exacting, clcthes ioo neat and clean, and food so reguiarly provided as to take away the charios of appetite. I have thus tried to mention the grounds en which State-teaching rests, and the reason why compulsory teachirg must at- tend upon it. The question now to be dis- cussed is this: Whether the State and eommunity would be the more advantaged by educating the well and ill-behaved to- gether, or by making a sharp separation. Judicious management and teaching, and a thoroughly honest grading would, [ think, largely overeome the difficulty of the former course. But this is s matter on which others with greater experience can pronounee more wisely.