the Minister of Public Instruction in his last report, that to raise the minimum to three hundred francs, it would be requisite to add a million to the budget, and that the said sum would fall to the account of the department. I will not ask what is a million amid a budget of a thousand millions, and what is a million portioned out among the eighty-six counties; I know that the resources of France are great: her wants are likewise immense. But I will say, that the country should consider no sacrifice too costly to secure a service so important as that of popular instruction; and that it ought not, in this respect, to be behind any civilized nation.

The monthly fee, which, according to the fourteenth article, ought to be collected by tax-gatherers in the ordinary form, is the principal source of the teachers' income; but the law has left the fixing of it too much to the arbitrary inclination of the municipal councils. An additional paragraph inserted, upon the proposal of M. Antoine Passy, in the third article of the law of receipts, 1841, submits this fee and the number of gratuitous pupils to the approval of the prefects, who, on the advice of the district committees, may fix a minimum rate for the monthly fee, and a maximum one for the number of gratuitous admissions. The faithful execution of this legislative enactment would be a great benefit: let me hope, that in the next report of the minister, the lot of teachers shall appear every where ameliorated by its means. We must not believe, however, that it will be so productive as to exempt the legislature from raising the minimum fixed salary to three hundred francs.

The law has, at the same time, wished to guarantee the future of teachers. Two methods presented themselves for this object. To deduct from their fixed salary five per cent., as is done with the functionaries of the University, and thus to acquire for them a right to a retiring pension, or to establish simply a savings'. or provident-box, in every respect like the ordinary ones; with this difference, that the deposits should be obligatory, and that they could not be withdrawn but at the retiring or death of the depositors. The first of these two systems has the disadvantage-in case of the more or less premature death of a teacher -of depriving his family of the amount deducted from his salary in favor of the surviving teachers. The second system, on the contrary, that of savings'boxes, makes them run no chance of risk; having reached the end of their career, the product of their economy is restored either to themselves when they retire, or to their families, should they die in the discharge of their duties.

It is this last system which the law has sanctioned by establishing sav ings'-boxes, formed by the annual deduction of a twentieth from the fixed salary of each parish teacher. This system has been found fault with, for producing but a poor resource for a deserving teacher and his family. Indeed, the deduction of a twentieth from a fixed salary of two hundred francs will produce, of capital and interest, at the end of ten years, only a reserve of one hundred and twenty francs, five centines; at the end of fifteen years, only a reserve of two hundred francs, fifteen centines; at the end of twenty years, it will produce about three hundred francs; at the end of twenty-five years, a little more than four hundred francs; at the end of thirty years, about five hundred trancs; and forty years' service are necessary to save, in this manner, a thousand francs. The same deduction made upon a fixed salary of three hundred francs will produce one hundred and eighty francs, at the end of ten years; four hundred and fifty francs, at the end of twenty years; eight hundred and forty francs, at the end of thirty years; and about one thousand four hundred and twenty-five francs, after forty years' service. A deduction of twenty francs per annum would amount, in ten years, to two hundred and forty francs; in twenty years, to about six hundred francs; in thirty years, to about one thousand one hundred and twenty francs; at the end of forty years, one thousand nine hundred francs.

We see that, in supposing each teacher to deposit twenty francs a year, this system would still leave much scope for improvement; since, after twenty or forty years' hard labor, it guarantees the teacher only from fifty to one hundred francs of revenue.

To render these saving-boxes of great importance, it would be necessary, in my opinion, to make the deduction of a twentieth, not only from their fixed salary, but likewise from the casual one, from the monthly fee; a thing easily done, as this fee must be collected by the ordinary tax-gatherers.

A mixed system would perhaps be preferable-a system that would unite, as

much as possible, the advantage of savings'-boxes and of deductions made from the salaries, to constitute a fund for retiring pensions. For this purpose, it would be necessary to establish in each chief city, a box, which should be both for savings and deductions, to which the teachers, the districts, and the counties should contribute, and which might receive gifts and legacies. I shall leave to more skillful financiers, the task of developing this idea, and of showing how it might be executed; I limit myself to laying its foundation. Let me suppose a county composed of five hundred districts, and reckoning six hundred and fifty public teachers: this is almost the condition of the Lower Rhine. Let me suppose that this county consents to disburse per annum into the schools'-box, the sum of five thousand francs; that, on their part, the five hundred districts pay into it, annually, at an average, ten francs, which is one thousand francs-in fine, that a deduction of fifteen francs is made from the salaries of the six hundred and fifty teachers, which makes annually seven thousand seven hundred and fifty francs; let me suppose farther, that all these payments amount together to twenty thousand francs per annum, and we will have, at the end of ten years, without counting interest, or probable gifts and legacies, a sum of two hundred thousand francs; and, after twenty years, four hundred thousand francs; a capital which, placed at four per cent., would produce sixteen thousand francs of interest. This interest would be divided, according to an understood ratio, between the deserving and infirm teachers, and the widows and orphans of teachers deceased. To have a right to a retiring pension, it should be necessary to give proofs of infirmity, or of at least thirty years' service. Widows would lose their claims on remarrying; and the children would cease to receive their portion at twenty-one years of age. It should be understood that the districts, small in number, which themselves might engage to provide retiring pensions to deserving teachers, should be at liberty to do so, and be exempted from contributing to the county-box.

This box-which should, especially and essentially, be a fund for pensions— would be a savings'-box only for such teachers as have been obliged, from bad conduct, to resign their functions, or who voluntarily give them up, and without being unwell, before having served thirty years. The amount only of what they had paid in, should, without interest, be restored to them. The same should be done with such as leave for situations elsewhere; their disbursements should be transmitted to the box of the county to which they go.

Every one would gain by realizing this scheme: there would be a loss sustained only by such as abandoned their calling, or by children become majors at the death of their fathers. The enactment, again, might, according to circumstances, stipulate for some succor to the latter, and even in favor of the children of destitute teachers. But to render such a box truly productive, the concurrence of the counties and districts is indispensable. We might hope, likewise, that many friends of popular education would assist it, especially at the commencement. After twenty or twenty-five years, the box would subsist of itself, and without any other fresh contributions, save of those concerned.

In short, what is necessary to render the condition of the teachers comfortable, is, in the first place, a convenient dwelling-house, with a garden in the rural districts; then a fixed salary of at least 300 francs, with a casual salary proportioned to the number of scholars, and resulting from a monthly fee, fixed by the municipal councils, subject to the approval of his prefects, and collected by the tax-gatherers; finally, a county-box for retiring pensions, and for aid to the widows and orphans, supplied by the concurrence of the counties, the districts, and the teachers. Encouragements, premiums adjudged by the counties to the most deserving, and succor granted to the most necessitous districts, would usefully complete this system.

The medals which at our anniversaries are distributed every year can have no real value until their recipients are beyond the reach of want. Honorary distinctions add, besides, to the consideration of such as are the objects of them; and they contribute more to the interests of the body to which they belong, than to those of the men who have been decorated by them. It would, therefore, be very useful, that, from time to time, this bullion recompense, to which M. Guizot refers in his beautiful circular, attest to the most experienced and devoted teacher that the government watches over their services and knows how to honor them.

PRIMARY NORMAL SCHOOLS

OF VERSAILLES AND DIJON.

THE Primary Normal School of Versailles is for the Department of Seine and Oise. It comprises within its ample premises* several establishments for the instruction and practice of teachers. The school itself contains eighty pupils under regular instruction throughout the year, and furnishes a two months' course to adult schoolmasters. The establishments for practice begin with the infant school, and rise through the primary to the grade of primary superior. Of the elementary schools, one affords the young teachers an example of the method of mutual, and another of simultaneous instruction. The primary superior school had been recently established, at the date of my visit, in 1837. There is, besides, an evening department for the elementary instruction of adults, taught by the pupils of the Normal School, and also a school of design, which is established here rather for convenience than as properly belonging to the range of the institution.

The whole establishment is under the immediate control of a director (Mr. Le Brun), subject to the authority of a committee, and of the university, the inspectors of which make regular visits. The committee inspect the school by sub-committees once a month, visiting the recitation-rooms of the professors without giving special notice-a plan much to be preferred to that of stated visits. If a member of a committee desires questions to be put upon any particular points, he calls upon the professor to extend his examination, or asks questions himself. The director examines the classes frequently, or is present at the lessons. There are eight professors for the various courses, and two "repeaters" (répétiteurs), these latter superintending the pupils when not with the professors, and giving them assistance if required. The repeaters are responsible for the execution of the order of the day in the institution, and for the police, and one of them sleeps in each of the two dormitories. Some of the teachers in the Normal School also give instruction in the model schools, and have charge of the pupils while engaged in the practical exercises. The domestic economy is under the charge of the director, but he is allowed an assistant, who actually discharges the duty of superintendence, and who has brought this department into most excellent order.†

There are a certain number of gratuitous places, to which pupils are admitted by competition, those found best prepared at the examination for admission having the preference. Pay pupils are also received at a very moderate rate, but are exactly on the same footing, in reference to the duties of the institution, with the former. Young men who wish to compete for a place, and are not sufficiently prepared, may enter as pay pupils, and thus receive instruction directly applicable to their object. The age of admission is, by rule, between sixteen and twenty-one, but the former limit is considered too early for profitable entrance. The qualifications for admission consist in a thorough knowledge of the subjects taught in the elementary schools.

The period of instruction is two years. The first year is devoted to the

* Used under a former dynasty to accommodate the hounds of Charles X.

+ During the first year of the institution, the fare of each student cost fifty-nine centimes (twelve cents) per day. They had meat twice a day, except on the fasts of the Church.

+ Five hundred francs, or about one hundred dollars, per annum.

revision of elementary studies, and the second to an extension of them, and to theoretical and practical instruction in the science and art of teaching. The subjects of revision or instruction are, reading, writing, linear drawing, geography, history, the drawing of maps, morals and religion, vocal music, arithmetic, elementary physics, terraculture, and pedagogy.

The religious instruction is given by an ecclesiastic, who is almoner to the school; it includes lessons on the doctrines and history of the church, given twice per week. Protestants are not required to attend these lessons, but receive instruction out of the institution from a minister of their own confession.

Physical education is conducted by means of exercises in gymnastics, by walks, and the practice of gardening. In summer the pupils bathe once a week. The gymnastic exercises are taught by the more expert pupils to the scholars of the model schools, and appear to have taken well among them.

The pupils study in a room common to all, and the degree of attention which they pay, and their conduct, are marked, according to a uniform scale, by the superintending "repeater," and reported daily to the director. Once every month the professor examines these classes on the studies of the past month, and reports the standing. Marks are also given for great proficiency and attention, which are reported with the standing. These marks, and those of the examination, are summed up, and when they amount to a certain number for the month, the pupil is entitled to a premium. The premi ums consist of books uniformly bound, and accompanied by a certificate Report is made of these pupils to the minister of public instruction, and the record may serve them when desirous to secure a particular place. The director assembles the school to hear an account of these monthly reports, and makes such remarks as they may suggest.

Besides the more usual school implements, this institution has a library, a small collection of physical and chemical apparatus, of technological speci mens, already of considerable interest, and of models of agricultural implements. There are also two gardens, one of which is laid out to serve the purposes of systematic instruction in horticulture, the other of which contains specimens of agricultural products, and a ground for gymnastic exercises. The pupils work by details of three at a time, under the direction of the gardener, in cultivating flowers, fruits, vegetables, &c. They have the use of a set of carpenters' and joiners' tools, with which they have fitted up their own library in a very creditable way.* In the second year they receive lectures on the science and art of teaching, and in turn give instruction in the schools, under the direction of the teachers. Their performances are subsequently criticised for their improvement.

The order of the day in summer is as follows:

The pupils rise at five, wash, make up their beds, and clean their dormitories, in two divisions, which alternate; meet in the study-hall at half past five for prayers, breakfast, engage in studies or recitation until one; dine and have recreation until two; study or recite until four; have exercises or recreation, sup, study, and engage in religious reading and prayers; and retire at ten, except in special cases. Before meals there is a grace said, and during meals one of the pupils reads aloud.

In distributing the time devoted to study and recitation, an hour of study is made to precede a lesson, when the latter requires specific preparation; when, on the contrary, the lesson requires after-reflection to fix its principles, or consists of a lecture, of which the notes are to be written out, the study hour follows the lesson. The branches of a mechanical nature are inter

A carpenter who came to attend the evening classes was found by the director so intelligent, that he advised him to prepare for the school. The young man succeeded in entering, at the annual competition, and subsequently, on leaving the school, received one of the best appointments of his year as a teacher.

spersed with the intellectual. The students of the second year are employed, in turn, in teaching, and are relieved from other duties during the hours devoted to the schools of practice.

On Sunday, after the morning service, the pupils are free to leave the walls of the institution. The same is the case on Thursday afternoon. The director has found, however, bad results from these indiscriminate leaves of absence.

The discipline of the school is mild, the age and objects of the pupils being such that the use of coercive means is seldom required. The first step is admonition by a "repeater" or professor, the next a private admonition by the director. If these means prove ineffectual, dismission follows. The director has great influence, from his personal character, and from the fact that his recommendation can secure a good place* to the pupil immediately on leaving the school. The mode of life in the institution is very simple. The pupils are neatly but roughly dressed, and perform most of the services of police for themselves. The dormitories are very neat. The bedsteads are of wrought-iron, corded at the bottom. During the night the clothes are deposited in small boxes near the beds. The extra articles of clothing are in a common room. Cleanliness of dress and person are carefully enjoined. The fare is plain, but good, and the arrangements connected with the table unexceptionable. There is an infirmary attached to the school, which is, however, but rarely used.

The schools for practice do not require special description, as their organization will be sufficiently understood from what has already been said of primary schools, and they have not been long enough in operation to acquire the improved form which, I cannot doubt, they will receive under the present able director of the Normal School.

The Primary Normal School at Dijon, for the Department of Côte d'Or, in its general organization, is the same as that at Versailles. It differs, however, in one most important particular, which involves other differences of detail. All the instruction, except of religion and music, as well as the superintendence, is under the charge of the director and a single assistant, who, by the aid of the pupils, carry on the schools of practice, as well as the courses of the Normal School. This arrangement limits the amount of instruction, and interferes very materially with the arrangement of the studies. The school is conducted, however, with an excellent spirit. An idea of the plan will be obtained from the order of the day, which also contains an outline of the course of instruction.

From five to six A. M., the pupils say their prayers, wash, &c. From six to seven the higher division has a lesson in French grammar. The lower receives a lesson in geography or history alternately. From seven to eight, the higher division has a lesson in geography or history alternately; the lower division in arithmetic. From eight to half past eight, breakfast and recreation. From half past eight until eleven, a portion of the higher division is employed in the primary schools of practice, and the others are engaged in study. From eleven until one, writing and linear drawing for both divisions. From one until two, dinner and recreation. From two until half past four, as from half past eight to eleven. Recreation until five. From five to six, instruction in instrumental or vocal music for each division alternately. From six to seven, the higher division has a lesson in geometry, or its applications; the lower division in French grammar. From seven until a quarter before eight, supper and recreation. From this time until nine, the higher division has a lesson in physical science or natural history, mechanics, agriculture, and rural economy, or book-keeping; the lower di

The best places, in point of emolument, are worth from fifteen to eighteen hundred francs (about $300 to $360).