pany with a very intelligent priest, with whom I had been spending some days, to visit the nunnery. We went over it in company with one of the sisters. When I entered, I found myself in the presence of about twenty of the nuns, who, under the direction of a very venerable old abbess of about eighty years of age, were seated in the entrance-hall, engaged in making clothes for the poor.

The apartments of the sisters were of the plainest possible description. They were in beautiful order, and perfectly clean; but furnished very meagerly, and literally destitute of every thing that was not absolutely necessary. The sisters have no servants and no assistants. They prepare their own food, clean their own chambers, take charge by turns of the dining-room, hall, and room of the abbess, and, in fact, perform by turns all the humblest duties of domestic servants. They, at the same time, give a very excellent education to the young persons destined to take the veil, comprising reading, writing, arithmetic, history, geography, grammar, and singing. The novitiates are, therefore, in every way admirably prepared for the duties of instruction, which they undertake after having taken the veil, whilst the humble life to which they are accustomed during the years of their novitiate, and during the rest of their lives, in turn with the other sisters, makes them admirably well qualified for intercourse with the poor, and renders them patient, gentle, and persevering in their efforts in the schools. They certainly are living examples of the class of teachers a good training is capable of producing.

The condition of the peasantry in the Protestant cantons of Berne, Argovia, Vaud, Thurgovia, Neuchatel, Geneva, Basle, and Schaffhouse, and in the Catholic cantons of Solleure and Lucerne, is a very happy one. No beggars are to be seen in these cantons, and what is still more surprising, no signs of pauperism. Their dress, though homely, is always good, free from patches, and clean. Their cottages, though, from the smoked appearance of the timber, at first sight giving an idea of great poverty, are nevertheless very commodious, substantially built, and comfortably furnished, and what is more, they are their own. They are generally surrounded by their little gardens, and almost always stand on plots of land which belong to and are cultivated by the tenants, and no one, who has seen the garden-like appearance of the cantons of Berne, Vaud, Solleure, Argovia, Thurgovia, and Zurich, will doubt again the high state of cultivation which may be attained by small farmers, proprietors of their own farms. The Swiss proprietor, himself a farmer, is interested in the state of his little property, and he is not a man to reject the aid of science, or to shut his ears to advice, or his eyes to observation. Their small farmhouses are the pictures of neatness, and their little estates are tended with the care an Englishman bestows upon his flower-garden. By far the greater part of the population are themselves proprietors, and the lands are so subdivided, as to bring them within the reach of the poorest laborer. This acts as the happiest preventive check on early and improvident marriages, and as the strongest possible incentive to providence and self-denial. Owing to this cause, the earliest age at which a young man thinks of marrying in several cantons is twenty-five, as he spends the first part of his life, after he has begun to earn any wages, in laying by some little capital toward the purchase of a house and piece of land. When he can offer a certain share of the purchase-money, he pays it over to the vendor and enters into possession, clearing the rest of his debt by yearly payments. It is only after he has thus attained the great object of his wishes that he marries. Many even of the laborers in the towns own or rent their little properties outside. The happy effects of this system are manifest not only in the excellent check it affords to imprudently early marriages and in the happy stimulant to prudence and sobri

ety, but also and more particularly in the interest it gives the country peasants in the maintenance of social order.

The Swiss have so clearly understood that the real cause of pauperism is want of prudence and foresight among the poor, that the people themselves, in three of the most democratic of the cantons, have not only resolved, that all children should be forced to attend school for a certain number of years, and that the descent of lands should be so arranged, as to insure a great subdivision and make the separate estates small and numerous; and have not cnly created, by these means, strong incentives to prudence among the poor, by elevating their tastes, by teaching them the great benefits to be derived from temporary self-denial, and by holding out to the saving and self-denying laborer the prospect of becoming a proprietor; but they have also enacted laws, which prohibit any man marrying, until he prove to the state that he is able to support his wife. It must be remembered, that these laws are put in force by the people themselves. So clearly is it understood in Switzerland that the true cause of pauperism in a well-governed state can only be ignorance, and improvidence resulting from ignorance, or some misfortune which could not have been foreseen; and that it is only the pauperism resulting from this latter cause for which a well-organized community ought to be called upon to provide.”

OUTLINE

OF THE

NORMAL COURSE OF INSTRUCTION AT HOFWYL.

THE Rural or Agricultural School at Hofwyl was designed to be a seminary for teachers, as well as a school for those devoted to labor. Both Fellenberg and Vehrli deem it very important for all who are to be employed in the instruction of common schools to have a thorough ac.quaintance with the practical labor of a farm. As an additional provision for their support, and as an invigorating exercise, it will be desirable for them (as indeed it probably would be for all literary men) to continue these labors. But a practical acquaintance with the life and habits of a majority of their pupils is the only means of preparing them fully to enter into the views and feelings of those under their care, to understand their wants and their difficulties, and prepare them for their duties. It also furnishes many important illustrations and topics of remark. It enables them to give much valuable information of a practical kind in connection with the subjects of their studies, and much may be done in this way to extend agricultural improvements. It is also an additional means of securing the attachment of the teachers to those to whom it is desirable their labors should be devoted, and inducing them to continue in this employment. So much is this object appreciated in some of the seminaries for instructors in Germany, whose plan and location do not admit of a farming establishment, that a garden and a nursery of fruit-trees are annexed to the seminary, and regular instruction is given in connection with them.

The direct preparation of the teachers for their profession consists,-1. In a thorough study of the branches to be taught, which they acquire in common with the other pupils, and on the productive plan. 2. In a series of lessons designed especially for them, in which Vehrli directs them as to the method of communicating instruction. 3. In assuming alternately the place of teachers in this class, under the immediate inspection of Vehrli. 4. In acting alternately as instructor and monitor to the other pupils, and superintendents of their conduct, under the general direction of Vehrli. 5. In the daily advice and direction they receive from him in the discharge of these duties. 6. In witnessing his own methods of instruction, as he passes from class to class to observe their progress. 7. In the discussions connected with a meeting for familiar conversation. 8. Those who are qualified for a more extended course of study are permitted to attend the lessons of the professors in the Literary Institution; and some are employed in the instruction or superintendence of the younger pupils in that school. Indeed, Fellenberg has found that those who were trained in the

Agricultural Institution were among the most valuable and faithful educators he could obtain; and on this account he deems an establishment of this kind an important aid to one of a more scientific or literary character. It is with the aid of assistants thus trained that Vehrli has succeeded in rendering a school, often composed of the worst materials, a model of order, industry, and improvement, which has excited the admiration of all who have visited it.

The following is a sketch of the course of instruction pursued with the class of teachers which annually assembled, by invitation and at the ex pense of Fellenberg, at Hofwyl:

"The first object was to ascertain, by free conversation or examination, the intellectual condition of the teachers, and to arrange them in classes, and provide means of instruction adapted to their wants: they were connected in such a manner that the better informed might assist those who were less familiar with the subject, and that they might enjoy the advantages of mutual as well as general instruction.

The day was opened and closed with religious exercises, in which they were led particularly to consider the duties of their office. Eight hours were assigned to instruction; the evening was devoted to free conversation on the state of the schools and their wants, and the subjects presented in the day; and the teachers had the opportunity of asking general questions, or presenting topics for discussion. Daily lessons were given in language, arithmetic, natural history, and vocal music; three lessons weekly in religion, and the same number in geometry and drawing; and two in geography; and two in anthropology, or the description of the human body and mind. Two or three hours daily were specially devoted to repetitions, or the copying of notes. The mode of instruction was adapted to the topic: sometimes it consisted merely in the exhibition of the subject, or of the methods of instruction; but it was accompanied as often as possible by questions to the teachers, and by practical illustrations, either by forming a class among the teachers, or calling in the pupils of the Agricultural School. The object of this course was to give general views of some important topics; to improve and inform the minds of the teachers themselves; and especially to give them a complete view of the methods of teaching. We add an account of the principal courses: The Maternal Language, or Grammar.-The course of instruction in the mother tongue occupied one hour daily of the course, as being the basis of instruction in all other branches. Clear and precise ideas of the meaning and connection of words, and of the proper mode of expressing our ideas, are not less indispensable to successful study than to the business of life. But the study of language was also presented as an efficient means of exciting and developing the powers of the mind; because it should always be connected with the observation of the things to be described, or reflection on the ideas to be expressed. In short, if properly taught, every step in this study is a practical exercise in logic. Instruction in the mother tongue ought to commence with exercises in speaking, the materials for which should be derived from the objects immediately surrounding the child, or most familiar to him; and are always connected with the exercise of the senses in distinguishing form, color, size, weight, sound, feeling, and taste. It was also urged that the speaking, writing, and reading of the native language should go on together, in alternate ex ercises, as a part of one course of instruction; and not divided, as they often are. A plan of instruction was described extending through the whole period allotted to school education. The subject was divided into portions corresponding to our division of etymology and syntax; the first

involving simply words and their variations, and the second their connection in sentences. The teachers were advised to present both in such a manner that the pupil could not escape with mere mechanical habits; that he should be compelled to exercise thought and judgment in regard to the meaning and variations of individual words and their modes of combination. The last was especially recommended as the best means of showing the meaning as well as the use of individual words: in short, the methods advised and adopted present the most striking contrast with the mechanical exercises and the parrot-like acquisitions of pupils in grammar in English and American schools.

The more important principles were dictated and written down by the teachers; and questions were asked and answered in illustration. Written exercises on the various points presented, were also prepared and corrected, as far as the time would allow.

Religious Instruction.-The course of instruction in religion embraced, 1. Biblical history of the Old and New Testament; 2. History of the Christian religion; 3. Principles and precepts of Christianity; 4. A brief exposition of the best manner of giving religious or catechetic instruction. The design of this course was two-fold:

1. To give to the teacher himself clear views of the sacred truths and solemn duties of religion; to enlighten his mind; to strengthen him in the resolute, persevering performance of his duties; to enlarge and ennoble his feelings; and to implant in his heart an unchangeable, cheering hope, which should sustain him in the changes and trials incident to his laborious calling.

2. To render him an able teacher of religion, so far as it falls within the sphere of the common school; and to prepare him, by precept and example, to make his pupils acquainted with the truths of the Bible, and the duties it imposes, and to educate them as disciples of Christ.

Both these objects were kept in view, and each more or less attended to, according to the nature of the subject and the knowledge of the auditors.

Biblical History.-As the history of the Bible was already familiar to the audience, this subject was treated principally in reference to the method of teaching. After a general chronological review of the principal events of the history, and its connection with that of other nations, the experienced teacher of a common school to whom this part of the course was intrusted, examined the various methods of Biblical instruction adopted in the canton of Berne. He warned his hearers against many of those methods, some of which reduce this part of instruction to a mechanical exercise of memory, that destroys its spirit; while others neglect the great object, and employ it merely as a means of instruction in language. He recommended—Î. That the teacher should relate each portion of the history in language as much biblical and child-like as possible, and call upon the children to repeat the narration.

2. That he should require them to select the principal and subordinate circumstances, and combine them in their regular order and connection.

3: That he should lead them to draw the conclusions and make the reflections which the history may suggest, under his direction and with his assistance; but that he should carefully guard against the error of attempting to derive too many lessons of a different nature from a single history, for this only enfeebles the influence of the great principle involved, and distracts the mind and the feelings with too great a variety of sub jects. In order to illustrate more completely the methods proposed, a class of children from the Agricultural School was generally brought in, and exercised in the manner proposed.

History of the Christian Religion.-The great objects of this course were, to awaken a deeper and more general interest in the Christian reli