which is infinitely better is there-an appeal to plain matter-of-fact. There is something which enters into the every-day life of the hearer. The useless charity of hearing for others is spared. "I am the man" is the one idea. Such discourses are woven into a man's mental constitution; and, abounding in evangelical truth, they yield an immense result.

There is no doubt that the present educational movement would be much more successful, were all its advocates to study education as a science; if, instead of resting satisfied with a mere smattering, they were ambitious of intelligent and comprehensive views. It is no argument against this position, that many successful Teachers have been self-taught, that some of the most efficient have been strangers to treatises on mental and moral culture. By long practice these persons may have become acquainted with the art of communicating knowledge. Had they carefully examined the great principles of the subject, days, and weeks, and perhaps years, might have been saved. These have been spent in experimenting upon mind. Theory without practice is certainly defective. This seems to be forgotten by those who are always in feverish pursuit of educational works. "Books! books! books!" is the never-ceasing cry of a certain class. Scarcely do they drop into a stationer's, but the first question is, "Well, Mr. Thomas, is anything new brought ont on education?" "Why, there is a capital little work by the Rev. Richard Dawes, A.M., Vicar of King's-Somborne, Hants. This is the title, 'Suggestive Hints towards improved secular Instruction.'' Take and read it, then. But books alone will not do. There must be the application of the knowledge they convey. Multitudes of masters know by experience the difference between these things. Through what a variety of stages (yes, and changes, too) does a Teacher pass! Before me is the diary of one. A very few passages serve to give me an insight into the truth, that between the science and the application of its laws there is a great gulf. A man may come from a normal seminary with his head brim-full of ideas; but these ideas must be worked out.

I love to visit schools where the general laws of education are practically applied. For the last few days I have been thus engaged, while visiting some of the RAGGED-SCHOOLS in London. Many things which might have interested a Government-Inspector or a Schoolmaster, no doubt I overlooked. But I was powerfully impressed by observing the material upon which the Teachers in these schools have to work. Looking at the intellectual character of the children, I could not but remark a striking difference between them and the children in our country schools. As to country children, the truth is that, in many instances, thought has never been elicited. So it is, also, with a host of parents. To reform the adult people in the rural districts is arduous indeed; and it is difficult to make their children think. A boy, who had been six years in a Sabbath-school, told me that the Evangelists lived with Adam in Paradise !—The London children are different. The very training received before entering the Raggedschools has led them to have all their wits about them. Mind had been

actively engaged, but, alas! engaged in a wrong direction. Still there was observed a mental quickness, which told they had been thinkers. When I rose to address them, many searching glances were directed to me, which seemed to say, "Come, we shall soon find out what you are." While minds of this order require greater skill in management, you are more likely to be repaid for painstaking. Direct the stream of thought into a right channel, and immense good will be done. So it is in these schools. I shall never forget some of the answers I received to questions on the

death of Christ. It was delightful to ascertain the enlightened views of the poor children on this most important subject. They brought out (even to my astonishment) the peculiarity of the death of Christ, as a sacrifice for sins, as not altering any attribute in God, but opening the way of exercising mercy in harmony with His character. I found them well versed in the doctrine of original sin. From Scripture they proved that man was born sinful; that by nature man was radically bad, not by example merely. The whole scheme of human redemption had been clearly taught, and was clearly understood. How much better, I thought, this mode of scriptural instruction, than stuffing their heads with baptismal regeneration, apostolical succession, and the like!-I referred to Adam's sin, and asked what harm there could be in taking a little fruit? "Sir, it was breaking God's commandment,” was the universal reply. Then I had a good opportunity of bringing home an important moral, suited to their former mode of life. All sin was breaking God's commandment. It was not so much what was done, as the principle which the action displayed. And never shall I forget my feelings while, at the conclusion of the Biblelesson, they sweetly sang, "I will arise and go to my Father," &c.

The next day I reached the school just at the dinner-hour. Chocolate and dry bread were the constituents of the frugal meal. One thing was evident, that a good appetite gave relish to the meal. When they sang,

"We thank Thee, Lord, for this our food," &c.,

their very tone of voice showed they meant it. One Teacher told me that several boys had declared they would rather live on bread and water, honestly procured, than have any dainties by stealing. Marks of cruelty were showed me on several, who had been beaten by their fathers and mothers, because they would not go out stealing for them.-But the industrial department was really amusing. Some of the youngsters, sitting in an oriental posture on the boards, were at work with the thimble. Then there were the shoemakers, all full of business. Others were making writing-desks, &c. I have a pocket-book made by this class of boys.-There appears great wisdom in this industrial department. It is a relief from severe and dry studies, and it calls out the business-talents of the children. I am inclined to think that the introduction of this department into other schools would be highly beneficial. Boys and girls leave public schools. It is very questionably said that they have finished their education. But you know little about their tastes or their talents, nor do they know much themselves. Modern education is far too little practical. Thomas Brown "learnt" mensuration when at Mr. King's school; and yet, when his father told him to take the chain and give him the dimensions of a field he was about to purchase, the boy told his father he never saw such a thing before-he never learnt that at school. James Jones "learnt" keeping of accounts at Mount-Pleasant boarding-school; but when his father (who had paid a great deal that he might have a practical education) wished him to make out a bill, the poor boy looked perfectly astounded, and said, nothing in that way was done by the boarders at Mount-Pleasant. Do people call this practical education? Many young ladies come home from school, and pray what are they fit for? "Why," says a fair respondent, "just look at Miss Ellen Bruce. Ellen can draw either with pencil or chalk. Indeed, she can sketch to the life. Her proficiency in Berlin-wool work has astonished both me and my sister. Her action is perfectly lady-like. She can sing almost to perfection, and a more skilful performer on the piano we have

seldom had in our establishment. French is at her finger-ends. Had her dear parents allowed her to remain another quarter, she would have had an insight into the German language." Of course, Miss Ellen understands English grammar, plain needle-work, &c., &c. I am no enemy to the ornamental. I do not despise refinement. Far be it from me to say a single word against accomplishments. Still I have a sturdy opinion that the motto which adorns a famous emporium, should be written also over every school," Utilities and Elegancies."-The "elegancies" of life must not banish the "utilities." I was glad to find this latter important point specially remembered in the Ragged-schools. In visiting these charities, I was struck with the amazing power of moral influence in government. This subject is made very prominent by several popular writers on the educational question. Here I saw this mighty power in action. One master told me that the first day he became Teacher in his school, he began to beat the boys right and left; but he was sowing the wind and reaping the whirlwind. It was labour lost. At length he tried to govern by moral influence, instead of brute force. The alteration in the behaviour of the children was astonishing. Where physical force had failed, moral influence triumphed. The Teacher convinced the children that he was their friend. This was an important point gained. It was seen that he loved the children not "in tongue only, (and none find this out sooner than children,) but "in deed." Apart from this, very little good will be done. Let a child be fully convinced that I am his friend, and I secure two things: I gain that child's affection, and his confidence. In this way I obtain power over him. Here lies the secret of influence. In many ways I can show the sincerity of my friendship. I can do it by sympathy. And sympathy is a golden key that will open any heart. I make the joys and the sorrows of the child my own. If we would create confidence, we must confide. Suspicious proceeding will produce suspicion. To one Teacher I said, "When a boy comes into your school, and you know that he has been addicted to larceny for years, how do you act?" The answer was,— "When the lad is first received into the school, I take him aside and tell him all I know of his former bad life. After this I say, 'All this is past. Behave better in future; and, if you will do so, your former actions shall never be named again.' And, after giving him good advice, I send him among the rest of the children." "But," said I, "how do you counteract his thievish propensities?" "By giving him some post of trust. Perhaps I deliver two dozen steel-pen handles, and say, 'Now I place these in your charge. I make you the responsible person for them; and, when school is over in the afternoon, I expect you will bring me all of them clean and correct."" Such conduct showed an acquaintance with human nature, -a most important qualification in any Teacher. Lacking this, what miserable instructers of youth we must have! And what tremendous power is placed in a Teacher's hand! These are the men that mould the character of our youth. Low actions in a Teacher will promote the like in the children. Confidence will create confidence. Moral elevation invests the character with true dignity. But I observed that the most successful Teachers in these schools always blend firmness with affection. A most important combination! The very expression of the eye, and the very tone of the voice, should show that the Teacher means to be obeyed. Rule by gentle firmness. Many good and truly kind-hearted men fail here. To borrow an expression from a highly respected Minister, who has an extensive acquaintance with human nature, they want "grapple.”

The lack of this is an essential defect in any man who is called to govern. He should have a kind heart, surrounded with the nerves of resolution. Children will soon find out whether they are to govern or to be governed. They will soon see whether they are to be active or passive.-Nor could the intelligent piety of many in these schools be overlooked. These were men of considerable grasp of mind. Their mental powers had been cultivated. In one thing I thought them especially wise: they resolve to lay under contribution what is excellent in every popular system of education. They do not slavishly adhere to any particular scheme. They go upon the principle of adaptation. Apart from Ragged-schools, this is not a bad idea. While a trainer on Stow's system should ever keep before him its great principle, he is not to be condemned for calling in all the help he can obtain. He must do it. Practical men feel this. It meets them at every turn. An intelligent Teacher will know where to go for material, and how to use it. Let intelligence be blended with piety, and all will be placed upon that altar which sanctifieth the gift.

After visiting the Ragged-schools, I am not surprised at the blessed influence they are exerting upon a large portion of the community. Of these institutions, in four divisions, I obtained the following summary :—

My visits were paid mainly to the Western Division, and especially to the Westminster Juvenile Refuge and School of Industry. Infidel educationalists may sneer at these schools; but we point to them as monuments of Christian philanthropy, and challenge infidelity to produce the like. Lord Ashley's name will live, endeared in a nation's grateful recollection, as the honourable patron of Ragged-schools, when the world will have forgotten his opposers. No fear for the future success of these blessed charities. Like the majestic cedars on the heights of Lebanon, they will gather strength by the rocking of each passing tempest.

THE HIPPOPOTAMUS AT THE ZOOLOGICAL GARDENS.

THE following letter has been sent by Professor Owen to the "Annals of Natural History:

I send you a few notes on the newly-arrived Hippopotamus, whilst the impressions of the survey of this truly extraordinary quadruped are fresh in the mind, and thinking they may interest our zoological friends in the country who have not yet had the opportunity of inspecting this great rarity.

The young hippopotamus was safely housed in the comfortable quarters prepared for it at the Zoological Gardens, about ten o'clock on Saturday night, (May 25th,) having arrived by special train from Southampton, where it was landed from the "Ripon" steamer, which reached that port early in the morning. The strong attachment of the animal to its keeper

removed every difficulty in its various transfers from ship to train, and from waggon to its actual abode. On arriving at the gardens, the Arab who has had the charge of it walked first out of the transport-van, with a bag of dates over his shoulder, and the beast trotted after him, now and then lifting up its huge grotesque muzzle and sniffing at its favourite dainties, with which it was duly rewarded on entering its apartment. When I saw the hippopotamus the next morning, it was lying on its side in the straw, with its head resting against the chair on which its swarthy attendant sat. It now and then uttered a soft complacent grunt, and, lazily opening its thick smooth eyelids, leered at its keeper with a singular protruding movement of the eye-ball from the prominent socket, showing an unusual proportion of the white, over which large conjunctival vessels converged to the margin of the cornea. The retraction of the eye-ball is accompanied by a protrusion of a large and thick palpebra nictitans, and by a simultaneous rolling of the ball obliquely downwards and inwards or forwards.

The young animal was captured at the beginning of August, 1849, on the island of Fobaysch, in the White Nile, above two thousand miles above Cairo: it was supposed to have been recently brought forth, being not much bigger than a new-born calf, but much stouter and lower. The attention of the hunters was attracted to the thick bushes on the river's bank, in which the young animal was concealed, by the attempt of its mortally wounded mother to return to the spot. When discovered, the calf made a rush to the river, and had nearly escaped, owing to the slipperiness of its naked lubricous skin, and was only secured by one of the men striking a boat-hook into its flank: it was then lifted by one of the men into the boat. The cicatrix of the wound is still visible on the middle of its left side. The attendant informed me that the scar was much nearer the haunch when the animal first arrived at Cairo: its relative position has changed with the growth of the body.

The young animal, which we may reckon to be ten months old, is now seven feet long, and six and a half feet in girth at the middle of the barrelshaped trunk, which is supported, clear of the ground, on very short and thick legs, each terminated by four spreading hoofs: the innermost is the smallest on the fore-foot: the two middle ones, answering to those which are principally developed in the hog, are the largest in both feet. The hind limb is buried in the skin of the flank nearly to the prominence of the heel. Thick flakes of cuticle are in process of detachment from the sole. There is a well-defined white patch behind each foot; but I looked in vain for any indications of the glandular orifice which exists in the same part of the rhinoceros. The naked hide covering the broad back and sides is of a dark India-rubber colour, impressed by numerous fine wrinkles crossing each other, but disposed almost transversely. When I first saw the beast, it had just left its bath, and a minute drop of a glistening secretion was exuding from each of the conspicuous muco-sebaceous pores which are dispersed over the whole integument, at intervals of from eight lines to an inch. This gave the hide, as it glistened in the sunshine, a very peculiar aspect. When the animal was younger the secretion had a reddish colour, and, being poured out more abundantly, the whole surface became painted over with it every time he quitted his bath. The integument is impressed by a groove which passes transversely from shoulder to shoulder; and there are two transverse nuchal folds, crossed by a medium longitudinal furrow, the lateral moieties of the strong ligamentum nuchæ forming a pair of wellmarked prominences behind the occiput. The ears are very short, conical,