designation of revealed, and that one only true revelation, Christianity! And the conductors of Christian institutions may now, as heretofore, thoroughly indoctrinate their pupils in the momentous principles of the immortal works of Butler and Paley; while the pupils will heartily engage in the study of these, since they know that, apart from their own intrinsic value, they will henceforward be found of substantive value in the examinations for university honors. After all these and other improvements had been carried, mostly by majorities in the Sub-Committee of Arts, they had to pass the ordeal of the general or combined Committee of all the faculties. And considering that this large Committee consisted of men representing all classes and shades of opinion in the native and European communities, it was not without serious apprehension that the touchstone of such an ordeal was anticipated. But when the day of trial came, our revised and improved report was allowed to pass unchallenged. The ordeal having been successfully passed, the report had still to obtain the approbation of the Governor General in Council. After many anxieties and fears, we were at length privileged, by God's blessing, to hail the confirmation, the final and irrevocable ratification, in March last, of all that we had done, by the Supreme Government. This sealing ordinance sets forth, that, "The subject being entirely optional, and consideration being had for the studies pursued in affiliated institutions, in some of which theology will hold a prominent place, the Governor General in Council cordially agrees in the decision to which the Committee have come, in admitting the evidences of revealed religion as contained in Butler's Analogy and Paley's Evidences, as one of the subjects which a candidate for honours in the mental and moral sciences may select for examination." [Editorial Note.- The recent mutiny in India will prevent this scheme from being carried out at present; but the noble stand which has been taken in favour of Christianity reflects honor upon the Committee and the Government, at a time so critical in Indian affairs.

V. INDIAN NAMES.

The name Sepoy, is derived by Bishop lieber, from "sip," the bow and arrow, which were originally in almost universal use by the native soldiers of India in offensive warfare. "Poor" or "pore," which is found to make the termination of so many Indian cities and settle ments, signifies town. Thus Nagpore means the Town of Serpentsa definition, by the way, sufficiently appropriate when we reflect on the treacherous character of the Sepoys by whom it was so garrisoned. "Abad" and "patam" also signify town; Hyderabad being Hyder's Town, and Seringapatam-from Seringa, a name of the god Vishnoobeing the town of Seringa. Allahabad, from " Allah," God, and "abad," abode, means the abode of God; that city being the capital of Agra, the chief school of the Brahmins, and much resorted to by pilgrims. Punjaub is the country of the Five Rivers, and Jaub is applied to a part of a country between two rivers. "Dawk," means post or mail courier; "Bungalow," residence; "Ghat," a landing place; Jemadar," sergeant; "Havildar," corporal; "Soubadar." subaltern; "Tulwar," sabre; "Ferigee," European; "Kaffir," infidel; "Saib," master; "Tope," a clump of trees; "Dacoit," a robber.

VI. NOBLE CHRISTIAN MARTYR IN INDIA. The following is an extract from a letter from an officer in the East India Company's service: We have rarely read anything so touchingly noble and beautiful as the conduct of the boy martyr:

"When the wretched 6th Regiment mutinied at Allahabad and murdered their officers, an ensign, only 16 years of age, who was left for dead among the rest, escaped in the darkness to a neighbouring ravine. Here he found a stream, the waters of which sustained his life for four days and nights. Although desperately wounded, he contrived to raise himself into a tree during the night for protection from wild beasts. Poor boy! he had a high commission to fulfil before death released him from his sufferings.

On the 5th day he was discovered, and dragged by the brutal Sepoys before one of their leaders to have the little life left in him extinguished. There he found another prisoner, a Christian catechist, formerly a Mahomedan, whom the Sepoys were endeavouring to torment and terrify into a recantation.

The firmness of the native was giving way as he knelt amid his persecutors, with no human sympathy to support him. The boy officer, after anxiously watching him for a short time, cried out, "Oh, my friend, come what may, do not deny the Lord Jesus!"

He turned

fortunate countrymen :-"If anything could soften the bitterness inspired by the sad news from India, it is assuredly the spectacle presented by the gallant men who have fallen victims to this rebellion. The dignity of the British character and the admirable strength of the Anglo-Saxon race, which has performed so great a part in the history of the world, shine forth with splendour. Among the officers of the revolted regiments there were many young men who, by their youth and inexperience, may have contributed to the events which swept them away; but they have wiped away all faults by the firmness, free from any ostentation, they exhibited in late events. We have described more than one deed of heroism worthy the admiration of posterity. In the midst of torments and on the brink of the grave they have displayed the modest courage which characterizes in our days the man ennobled by the influence of Christian civilization. The cruelty of the murderers has only been equaled by the courage of the victims. A nation which loses such sons must doubtless bewail their martyrdom, but it has the right to be proud of them."

Educational Intelligence.

BRITISH AND FOREIGN.

EDUCATION OF THE NATIVES IN INDIA.-INTRODUCTION OF THE IRISH NATIONAL BOOKS.-A memorial has been presented to the Bombay Government, by the native inhabitants of Bombay, regarding the class books used in regimental schools. It is signed by about 1,000 principal Hindoo, Parsee, and Mahomedan inhabitants of Bombay. The petitioners allege that ever since the formation of the Native Education Society, in 1823-24, government had on many occasions pledged itself to the principle of religious neutrality in all its acts relating to the diffusion of education amongst the natives; and, moreover, not to allow the introduction of religious books and religious instruction in schools established under its sanction or countenance. But now the class books authorised to be used in the school department of the Elphinstone Institution, and in government schools throughout the Presidency, are those edited and published in Great Britain, by Dr. J. M. M'Culloch and Messrs. W. and R. Chambers, and these books abound in lessons founded on the Old and New Testaments, in which the natives do not believe, and doctrines such as Original Sin-the Fall of Miraculous Ascencion-Sabbath Observance-Prophecy--Christian MiraMan the Atonement-the Miraculous Conception-the Crucifixion-the cles-Vicarious Sacrifice-Christian Salvation-the Trinity-the Mosaic Law-the Christian dispensation, &c. The memorialists believe that the introduction of these books is calculated to undermine the faith of native children, and is contrary to the rules of the Elphinstone Institution, the wishes of the government, and the feelings of those natives who have subscribed largely to educational institutions. The Government of Bombay state in reply, that these books were not introduced by the government but by the late Board of Education; that the "deficiency" in educational books of Chambers and M'Culloch's publications had been reported by the Director of Public Instruction; and to supply the defects" the Irish commissioners' series of books was to be introduced. The request of the memorialists has been complied with, and books only of a purely secular character will, in future be employed in the public schools.

UNIVERSITY OF GLASGOW.-Professor Henry Rogers, of the United States, has been appointed to the Natural History Chair in the Glasgow University, vacant by the demise of Dr. William Couper.

OXFORD UNIVERSITY AND ROMAN CATHOLICS.-At Oxford, the re

cent changes in the University regulations have been taken advantage of by several Roman Catholics, who are now pursuing their studies in that ancient seat of learning. At Lincoln College, we believe, there is now at least one Roman Catholic undergraduate, and he is not only excused from "chapel" and allowed to attend mass daily at St. Clement's, but we are even informed that communications have passed between his Roman Catholic pastor and the head of his college as to the regularity of his attendance.

VIL A FRENCH TESTIMONY TO THE ENGLISH IN INDIA. In an article on the late events in India the Constitutionnel pays the following tribute to the noble qualities there displayed by our un

CANADA.

UNIVERSITY OF MCGILL COLLEGE, MONTREAL.-At a late meeting of the Governors of McGill College, the Rev. Mr. Cornish, B. A., of London University, was appointed to the chair of Classical Literature, and Mr. Johnson, a Graduate of Trinity College, Dublin, to the chair of Mathematics and Natural Philosophy. Both gentlemen produced the high

est testimonials. Professor Howe retains the title of Emeritus Professor

Assistant Secretary and Librarian.-Herald.

UNIVERSITY OF QUEEN'S COLLEGE, Kingston.-At a late meeting of the Directors of Queen's College, Kingston, the Rev. John B. Mowat, M. A., Niagara, was elected to the chair of Hebrew, Biblical Criticism and Church History, vacant by the death of the late Professor Smith.

UNIVERSITY OF VICTORIA COLLEGE, COBOURG.We are happy to learn that the Agent for Victoria College-the Rev. W. H. Poole- has met with great success in the work of collecting for the building fund, having already obtained, within the limits of the town, upwards of $3,000.— Cobourg Sun.

ST. FRANCIS' COLLEGE, RICHMOND.-This College was erected by the unaided efforts of the merchants, farmers, and mechanics of the

Schools has been sent to the County Clerks. Those for Grammar Schools have been sent direct to the head Masters of the Schools.

ing from $500 to $700 each towards it; and the building, furniture, and every thing connected with it, are highly creditable to all concerned. It is under the management of Principal E. Cleveland, A M. The Rev. gentleman has a competent and efficient Board of Assistants. We notice also that C. J. Magill, B. A., (formerly of Lennoxville College,) has been elected as the Professor of English and Classical Literature. The College is a large and handsome brick building on one of the most commanding bluffs or knolls that overhang the St Francis.-Richmond Paper.

Literary and Scientific Intelligence.

The Duke of Manchester has just made the important discovery of the whole of the letters addressed by Horace Walpole to his Eton acquaintance, and favorite friend, George Montagu. They are not "up," as may be readily supposed, to the Walpole mark of excellence; but they are good in their way. His Grace has most liberally placed the whole correspondence at the service of the editor of the first complete and uniform edition of Walpole's Letters, now in course of publication.-Illustrated London News.

THE PRESS OF AUSTRALIA.-The total number of newspapers now issued in the Australian colonies amounts to 81. Victoria has six daily and bi-weekly; Ta-mania five daily and three weekly and tri-weekly; 38 weekly and bi-weekly; New South Wales two daily and 18 weekly

South Australia two daily and three weekly; and in Western Australia there are four weekly journals.—Australian and New Zealand Gazette.

Departmental Notices.

To Municipal and School Corporations in Upper Canada. PUBLIC SCHOOL LIBRARIES.

The Chief Superintendent of Education is prepared to apportion one hundred per cent. upon all sums which shall be raised from local sources by Municipal Councils and School Corporations, for the establishment or increase of Public Libraries in Upper Canada, under the regulations provided according to law. Kemittances must not be in less sums than five dollars.

PRIZES IN SCHOOLS.

The Chief Superintendent will grant one hundred per cent. upon all sums not less than five dollars transmitted to him by Municipalities or Boards of School Trustees for the purchase of books or reward cards for distribution as prizes in Grammar and Common Schools.

SCHOOL MAPS AND APPARATUS.

Tthe Chief Superintendent will add 100 per cent. to any sum or sums, not less than five dollars, transmitted to the Department from Grammar and Common Schools; and forward Maps, Apparatus, Charts, and Diagrams to the value of the amount thus augmented, upon receiving a list of the articles required by the Trustees. In all cases it will be necessary for any person, acting on behalf of the Trustees, to enclose or present a written authority to do so, verified by the corporate seal of the Trustees. A selection of articles to be sent can always be made by the Department, when so desired.

SCHOOL REGISTERS.

THE BELLEVILLE SEMINARY, OCATED at BELLEVILLE, C. W., was opened in July last, and is Departments. The Institution is beautifully situated, and affords accommodation for about 400 students. Nearly 200 can be boarded on the premises. A Commercial, Mathematical, and Classical Education will be given to gentlemen; while ladies will be taught, besides all the usual solid and ornamental branches, the French, Italian, Spanish, and German languages. The next Session will commence on the 5th of November ensuing. circular may be obtained by applying to the Principal.

A

J. H. JOHNSON, A. M., Principal, Belleville Seminary, Oct. 2, 1857.
UPPER CANADA COLLEGE.

SENATE OF THE UNIVERSITY OF TORONTO having es

Ttablished & Mastership in Upper Canada College with a special view

to instruction in the highest branches of the English Language and its Literature, Candidates are invited to forward their testimonials to the Provincial Secretary, on or before the FIRST DAY OF DECEMBER NEXT. The Emoluments are as follows:-Salary £300, Halifax currency, with his share of the Fees, amounting at present to about £60, and a free house.

HISTORY of University, Grammar and Common School Education in Lower Canada since 1663, and in Upper Canada since 1789.

REQUISITES for Certificates, Diplomas and Degrees in the several Universities and Schools, and the Law, Medical and Surveying Professions.

DECISIONS of the Courts of Queen's Bench and Common Pleas on disputed questions between Trustees and Teachers,-School Assessments,-Alterations in Section Boundaries,-Union Sections,-Boards and Councils in Cities, Towns and Villages,-School Officers, &c., (about 50 decisions.) PLANS of School Houses, &c.

Forming a complete hand-book for Local Superintendents, Teachers, Trustees, and other Educational and Municipal Officers. PRICE 25 cents.

MACLEAR & CO., Publishers, 16, King Street East, Toronto.

ILLUSTRATED GEOGRAPHY & HISTORY

OF THE BRITISH COLONIES.
BY J. GEORGE HODGINS.

J HISTORY OF BRITISH AMERICA, and of the other COLONIES of the Empire,

UST PUBLISHED, an ILLUSTRATED GEOGRAPHY AND

In addition to the usual Geographical information, this Geography contains a summary of the history of each of the British Dependencies in Europe, Asia, Africa, and America; a short sketch of the Indian Tribes of Canada; and biographical notices of eminent individuals whose names are associated with our earlier Colonial history, &c.

With seventy-four illustrations. Cloth, gilt, lettered. pp. 128. Price 50 cts. per copy, or $5 per dozen.

Maclear & Co., Publishers, Toronto. May be obtained through any bookseller. Orders solicited.

SCHOOL FURNITURE.

JACQUES & HAY continue to make School Desks and Chairs of the most approved patterns, and can execute orders promptly and at moderate prices. Samples may be seen at the Educational Depository. Toronto, March 3, 1857.

ADVERTISEMENTS inserted in the Journal of Education for one penny per word, which may be remitted in postage stamps, or otherwise. TERMS: For a single copy of the Journal of Education, 58. per annum; back vols. neatly stitched, supplied on the same terms. All subscriptions to cases accompany the order. Single numbers, 74d. each. commence with the January number, and payment in advance must in all All communications to be addressed to Mr. J. GEORGE HODGINS, Education Office, Toronto.

ating through the country parts of the collections, in whatever way may be most useful to the country; and we endeavour to extend to every district the good which we disclaim wishing to retain exclusively to ourselves. Utility of Art and Drawing in the Common Schools.-There was another point which I believe to be of the utmost importance to all, I mean with regard to the teaching of elementary drawing generally, not in the schools of art, where the pupils are of a higher order, but in the common schools of the country. I believe all that has been said about the advantages of teaching drawing to be perfectly true, and all the objections that are made to be perfectly false. I met yesterday one of the most munificent, intelligent, and judicious promoters of education I know, who objected to the universal teaching of drawing. I believe, even here, that there is no doubt the objection is a fallacy, and if you consider what Mr. Redgrave said about the sort of education which drawing confers, the precision and neatness it leads to, then the advantage of this kind of instruction must be very apparent. I believe, after all, there is a design in the cutting out of a frock; and a friend of mine went still further and suggested that, to lay a knife and fork perfectly parallel to one another required the sort of eye which was perfected by a drawing lesson or so. (Laughter.) And, still further is the fact agreed to by the general assembly of all the schoolmasters at Marlborough-house that, so far from drawing taking up time which might be more advantageously employed, they found the children who had half of the allotted number of hours given to drawing and half to writing progressed more rapidly in their writing than those who were occupied in learning to write during the whole of those hours. (Hear, hear.) I believe the advantage of this instruction is great in every class of life. I learnt to draw when I was very young, and the result was that I drew a certain church, which I used to take home to my parents. I am sorry to say that further attention to this pursuit was after some time omitted, until many years later, and not many years ago I found myself at Rome. Finding my enjoyment to be very great from the objects of art which are there to be seen, I went to an eminent artist there, who sometimes gave lessons, and asked if I was too old to learn to draw. He said, "Not at all; he had known persons of my age progress very rapidly and become very distinguished artists; and he begged me to sit down and attempt a sketch. I immediately thought of my old church, and set to reproduce that, adding a cedar or two, and a cottage in the distance. I was not, I own, very much pleased with the result, but I showed it to the artist, who took it up and looked at it, and then said, "On the whole, I think if I was you I would not take lessons." (Much laughter.) Now, notwithstanding that discouragement, I think that I have no inherent incapacity for being an ordinary draughtsman; but I do very sincerely regret that that great usefulness and pleasure has been denied to me through life from the circumstance of not having attended to it when I was young. And I believe, what may seem paradoxical, that that utility and that pleasure go on increasing in proportion as we go down the classes less rich and less able to avail themselves of art, both for use and for pleasure. I believe, therefore, this elementary drawing to be conferring very great benefit indeed on the country at large, and hope it will progress satisfactorily. And I venture to appeal to those who have worked so hard in the higher branches of ait, also to try to put their shoulders to the wheel and promote this elementary drawing wherever it can be forwarded. (Hear.) I think there is nobody here who will deny that our present Sovereign, together with Prince Albert, has shown an Interest in this subject. (Cheers.) And I remark just now that it is singularly characteristic of the spirit of the present age, and of the just appreciation by the Sovereign of that spirit, that whereas former monarchs worked almost entirely either for the gratification of their individual taste or for their self-glorification as to their regal state, I trust that in the encouragement from the Crown which has been given to art, while there is great individual enjoyment of the thing itself, an encouragement has also been given to education, and there has been an endeavour to make every class of the community co-operate in every manrer in the work which was in hand. And i believe there is nothing more evident or that has done more good than the example set by the Queen herself, of the very generous use of any object of art in her possession, by circulating it as widely as possible, and letting it be known in every possible way. The example has been followed I must say, in a very marked manner. I may instance the fact of the public institutions being open to the people, and established more for the people, and also the very fact of this great Exhibition of the Art Treasures of the kingdom, which I believe would have been impossible some years ago, shows the sort of impulse which is now given to the public taste. The spread of education tends very much to it; and there are also other things. I was reading the other day an account of most interesting words used by a Frenchman on the union of arts and commerce, and he particularly dwelt upon this point, that he did not mind our rivalry when carried on by exiles of his own country, because there was

something not fully vital in that, but that he did foresee great danger to their supremacy in what he remarked was taking place in England now, which was the recurrence to the old simple principle of art, and a determination to adapt the ornament and the design to the parts of the object which was ornamented or designed. (Cheers.) Influence of Schools of Art on Public Taste.-But, with regard to these schools of art, I believe it is possible that, in this sort of institutions, the indirect effects are much greater than the direct effects. I believe it is perfectly possible to point out some very tangible results. I believe it is a result to find that the students in these schools in the last ten years have become exactly ten times more numerous than they were ten years ago. I think it is a result to find that our education costs exactly one-fourth of what it did seven years ago. I think it is a result to find, as a positive fact, that almost all the most eminent porcelain manufacturers, almost all the most eminent cabinet-makers, and upholsterers, and paperhangers, and almost all the most eminent ornamental metalwork men, have got in their establishments at this moment men whom they have drawn from schools of art in different parts of the country. I think this is a great result, and that from those local examinations, you will find that there are not merely many persons now learning to draw, but that you have a positive proof, in the drawings they produce, that they have profited by the lessons. (Hear, hear.)

Provision for Art Education in England.-Any town which chose to take the trouble of registering 500 students, or one per cent. of the population, who were willing to pay 6d. each for instruction for one year in drawing, might have a master recommended who would undertake for that small sum the instruction of those 500 children for one year, giving them one lesson per week. The State further undertook to test this instruction, to see that it was soundly carried on, and at the end of the year would send an inspector down, and by means of papers from which there was no escape, would examine those boys who chose to come up for examination. And, to induce them to come up, a small prize was given to every successful child, the prize being of materials that would assist him in the further progress of his art instruction. Moreover, to give the master an inducement, for every boy who received such a prize a small payment was made on his behalf to the master which was in aid of the mere 6d. he had to pay for the twelve month's instruction. Those who might visit the exhibition of the prize drawings during the week would find among the other works of art a copy of the paper given to the boy by the inspector when he came to examine him. It was executed in presence of the inspector, in a given time, and by every boy at the same time. It consisted both in free hand drawing, to educate his eye to precise imitation and appreciation, and his hand to power, and also a little way in those scientific principles, such as the nature of geometry and perspective, which enabled him to see the relation of things to one another. The prizes were also submitted to the inspection of visitors, and it would be seen that although they were all of a valuable nature, and such as the boy could not very well obtain for himself, the examination papers were such as would absolutely test the progress he had made. This education, therefore, was open to all who chose to come up and test their powers, and see whether they were really profiting by the instruction given to them. It was open to any one else besides those who received instruction from the masters appointed by the Government, and if they succeeded they would obtain the prizes, although if the master who instructed them was not appointed by the Government, he did not receive the reward. This formed what was called the first grade, and it was an extremely valuable part of public education, not only male but female. A bronze medal was given as a prize to all who were most successful in these prescribed examples. These bronze medals were given at the local competition. Only 30 could be given in any school, and it must be very satisfactory to the people of Manchester to know that their school had this year the whole number of these local medals (applause), while it was the only school throughout the kingdom that had thus distinguished itself. These drawings were again gathered together in one place-on this occasion it was in London- and two of our most eminent artists, Sir Charles Eastlake and Mr. Maclise, had assisted him (Mr. Redgrave) in making the award again upon these prize drawings, 100 national medals being permitted throughout the whole of the schools in the country, in such proportions as they might happen to fall upon the various schools. He would merely add, to sum up all that was endeavouring to be done, that in addition to various aids to instruction, which were valuable to all, the Central Department in London, the Department of Science and Art, were now making efforts to render all that it possessed available and fruitful in the provinces. They had been enabled to collect a most valuable library of art, an especial library of art; and, under very simple conditions, these valuable works, far too important to be bought by individuals, and hardly likely to be bought by provincial towns even, since they were many of them rare and not often in the market-these works were lent, by a sort of circulating library process, to the various schools of art for a short