motto.

Students should be taught in the incipient stages of instruction, not only what to study, but how to study.

Visible illustrations are analogous to practical life. Learn things, and then the names of things. Proceed from concretion to abstraction. Every scholar should be taught to use his eyes as he is passing through the world. We acquire definite knowledge by comparison and observation. To a child who has never seen a river, show him a brook or a rivulet; inform him that a river is many times larger than a brook, and that rivers are of various sizes. If he has a vague idea of a lake, tell him it is a large pond, and contains many times more space. To give one a definite idea of the shape of the earth which he inhabits, show him a globe, and give it a rotary motion. He will then easily comprehend what is meant by the revolution of the earth on its axis. The impressions communicated through the medium of the eye are lasting. I would, therefore, urge upon every teacher the importance of visible illustration in all the departments of teaching. In teaching the English alphabet, put a perfect form of the letter on the blackboard. Let it be imitated by writing, and carefully compared with the same letter printed in books.

"Teach one thing at a time," should be the teacher's maxim; analyze fully one principle before another is presented. Apply knowledge as fast as it is acquired. Convince a scholar of the value of useful knowledge, excite in him a desire to obtain it, furnish him the means of comprehending and unravelling difficulties, and he will soon learn to originate, treasure up, classify, and digest whatever he has acquired.-Massachusetts Teacher-Report of Mr. D. H. Sanborn.

Youths' Department.

THE COMING-IN OF SPRING.

The voice of Spring,-the voice of Spring,
I hear it from afar !

He comes with sunlight on his wing,
And ray of morning star.

His impulse thrills through rill and flood,
It throbs along the main,-

'Tis stirring in the waking wood,
And trembling o'er the plain.

The cuckoo's call from hill to hill,
Announces he is nigh;

The nightingale has found the rill
She loved to warble by ;
The thrush to sing is all athirst,

But will not till he see

Some sign of him,-then out will burst
The treasured melody!

He comes, he comes! Behold, behold!
That glory in the east,

Of burning beams of glowing gold,
And light by light increased!

The heavy clouds have rolled away
That darkened sky and earth,

And blue and splendid breaks the day,
With universal mirth.

Already to the skies the lark

Mounts fast on dewy wings-
Already, round the heaven, hark,
His happy anthem rings-

Already, earth unto her heart
Inhales the genial heat-
Already see the flowers start-

To beautify his feet!

The violet is sweetening now

The air of hill and dell;

The snow-drops that from Winter's brow

As he retreated fell,

Have turned to flowers, and gem the bowers

Where late the wild storm whirled;

And warmer rays, with length'ning days,

Give verdure to the world.

The work is done;-but there is One

Who hath the task assigned,

Who guides the serviceable sun,

And gathers up the wind,

Who showers down the needful rain
He measures in his hand,-

And rears the tender-springing grain,

That life may fill the land."

The pleasant Spring, the joyous Spring!
His course is onward now;

He comes with sunlight on his wing,

And beauty on his brow;

His impulse thrills through rill and flood,

It throbs along the main

'Tis stirring in the waking wood,

And trembling o'er the plain.

CORNELIUS WEBBE.

ILLUSTRATIONS OF ASTRONOMY.

No. 3.-DISTANCE, MEASUREMENT, LIGHT AND HEAT OF THE PLANETS, How infinite are the amplitudes of space! It has never been measured. Man, with all his inventive genius, can produce no instrument to encircle the universe. He can only contemplate its vast grandeur, its silent sublimity, and then in his insignificance, apply the tiny inventions of his own fancy-his unappreciable and intangible estimates of miles, degrees and circles, to approximate even in his own mind, to the magnificent distances of the planets from each other and their sister earth. To realise fully the extent of space in the celestial world above us is impossible. We can at once comprehend the extent of a inile, or 100 miles, and in a slight degree, 10,000, or 20,000 miles upon the earth's surface, but when the mind's eye is called upward to follow the astronomical explorer of millions, or hundreds of millions of miles, how futile are even its eagle efforts, how dimmed and faded its lustre, how weary its languor, and how child-like it turns to earth again, and by its terrestrial standards of vision seeks to gaze upon the universe.

In the science of Astronomy, therefore, we can only estimate space by the certain conventional and fixed distances. As these should be accurately known, we give a list and definition of those used in popular and scientific astronomy.

Degrees, Minutes, and Seconds explained.—In astronomy, the distances and magnitude of bodies, are often given in degrees, minutes, and seconds. It will be necessary, therefore, to show what these mean.

"A circle is a plane figure, comprehended by a single curve line, called its circumference, every part of which is equally distant from the point within called its centre." A circle is represented on Map 3, at the right of Fig. 1.

A quadrant is the fourth part of a circle.

A sextant is the sixth part of a circle.

A sign is the twelfth part of a circle.

A degree is the thirtieth part of a sign, or one three hundred and sixtieth part of a circle.

A minute is a sixtieth part of a degree; and

A second is the sixtieth part of a minute.

On the map the circle is divided off into parts of ten degrees each, and numbered in figures every thirty degrees, or oftener. It will be seen that one-fourth of a circle contains just three signs, or ninety degrees; and half a circle six signs, or one hundred and eighty degrees.

All circles, whether great and small, have the same number of degrees, namely, three hundred and sixty. But one hundred and eighty marks the greatest possible angle, as a pair of compasses can be opened no farther than to bring the legs in a straight line. These degrees, &c., are used to represent the angle which the two lines form, coming from different points, and meeting at the eye in the centre.

In the figure, the lines passing from the stars on the left to the eye, are found by the measurement on the circle to be ten degrees apart. If the dotted line was perpendicular to the lower or plain one, they would be ninety degrees apart, &c.

Degrees, minutes, and seconds are denoted by certain characters, as follows: denotes degrees, denotes minutes, and denotes seconds. Thus, 10° 15′ 20′′, is read ten degrees, fifteen minutes, and twenty seconds.

Measurement by degrees, minutes, and seconds, is called Angular Measurement.

Angular distances, magnitudes, &c.-In Fig. 1, the observer is represented as seeing two stars on the left side of the map. By looking at the graduated or divided circle, it will be seen that the angle which these two stars make at the eye is 10°. The stars are therefore said to be 10 apart. If a globe filled the same angle, or number of degrees, as shown on the map, we should say it was 10 in diameter. If the space between the foot of a mountain and its top filled the same angle, we should say it was 10° high; and if a comet passed through the same angle in one hour, we should say its velocity was 10 an hour.

Let the reader imagine himself as approaching the sun till it has four times its present apparent diameter, and his spots stand out in full view to the naked eye; and then let him recede from the sun, pass the earth and the orbits of Jupiter and Saturn, and retire away into space, till the sun appears but a glimmering star, and he will have some faint conception of the almost inconceivable distances of the solar bodies.

Philosophy of the diffusion of Light.-Light always moves in straight lines, unless turned out of its course by reflection or refraction. This is represented by Fig, 4 on the map; where the light is seen passing to the right, from the sun on the left. From this law it follows that the squares A B and C in the diagram would receive equal quantities of light; but as B has four times, and C nine times the surface of A, a single square of B equal to A, would receive only one-fourth as much light as A; and a square of C, equal to A, would receive only one-ninth as much. This difference in the amount of light received is caused by the unequal distances of the several squares from the miniature sun on the left. The distances are marked on the upper line of light by the figures 1, 2, 3.

The rule for determining the relative amount of light received by several bodies, respectively, placed at uuequal distances from their luminary, is, that their light is inversely, as the squares of their distances. This rule, also, is illustrated by the figure. The square of 1 is 1; the square of 2 is 4; and the square of 3 is 9. Hence 1,, and, will represent their relative light, as already shown. The checks are designed to illustrate this rule.

Light and Heat of the several Planets-By applying the foregoing rule to the planets, at their respective distances from the sun, we are enabled to ascertain the relative amount of light received by each; and on the supposition that their heat is proportionate to their light, we can easily determine their average temperature. At the bottom of the map the planets are placed at their relative distances from the sun, commencing with Mercury on the left, and extending to Herschel on the right. Immediately over each planet respectively, and near the upper line of the diagram, is marked the proportionate light and heat of each, the earth being one. They are as follows:

All circles, whether large or small, have the same number of degrees; but the angle which an object makes at the eye will be great or small, according as it is near to or distant from the observer. This is illustrated by Fig. 2. On the left is the object. To the observer in the centre the globe is 20 in diameter; but to the one on the right its diameter is but 10. To a third observer, at twice the distance of the last, it would appear but 5 in diameter, &c. This shows why objects grow smalier in appearance as we recede from them, and larger as we advance towards them. Their apparent magnitude is increased or diminished in proportion to the distance from which they are viewed.

The Sun as seen from the different Planets.-By Map 2, on the 20th page of this Journal, it will be seen that the Sun is about twice as near to Mercury as he is to Venus. Of course then, according to the principle illustrated in Fig. 2, his apparent diameter must be twice as great when viewed from Mercury as when viewed from Venus. From the Earth it is still smaller, and so on till we view him from the distant orbit of Neptune, from which he would appear but a small glimmering point in the heavens. From the fixed star Sirius, he would appear smaller than Sirius appears

It appears, therefore, that Mercury has 6 times as much light as our globe; Herschel only, and Neptune only th part as much. Now if the average temperature of the earth is 50 degrees the average temperature of Mercury would be 325 degrees; and as water boils at 212, the temperature of Mercury must be 113 degrees above that of boiling water. Venus would have an average temperature of 100 degrees, which would be twice that of the earth. On the other hand, Jupiter, Saturn, Herschel, and Neptune seem doomed to the rigors of perpetual winter. Think of a region 90, or 368, or 900 times colder than the average temperature of our globe!

"Who there inhabit must have other powers
Juices, and veins, and sense, and life, than ours:
One moment's cold, like theirs, would pierce the bone,
Freeze the heart's blood, and turn us all to stone!"

It is not certain, however, that the heat is proportionate to the light received by the respective planets, as various local causes may conspire to modify either extreme of the high or low temperatures. For instance, Mercury may have an atmosphere that arrests the light, and screens the body of the planet from the insupportable rays of the sun; while the atmospheres of Saturn, Herschel, &c., may act as a refracting medium to gather the light for a great. distance around them, and concentrate it upon their otherwise cold and dark bosoms.

EARLY COLLEGIATE EDUCATION.-The Rev. Principal Lee, in his usual inaugural address to the students of the Edinburgh University, in regard to the prosecution of their studies, said that all the eminent men of the age with whom ho was personally acquainted, and who had risen to distinction, had gone to college at an early period, Brougham at twelve, Dr. Chalmers at eleven, and Lord Campbell at eleven years and a half.

Miscellaneous.

THE SEA.

Beutiful, sublime, and glorious;
Mild, majestic, foaming, free;
Over time itself victorious,
Image of eternity.

Sun and moon, and stars shine o'er thee,
See thy surface ebb and flow;
Yet attempts not to explore thee,
In thy soundless depths below.

Whether morning's splendours steep thee
With the rainbow's glorious grace,
Tempest rouse, or navies sweep thee,
'Tis but for a moment's space.
Earth, her valleys, and her mountains,
Mortal man's beliests obey,

Thy unfathomable fountains,

Scoff his search and scorn his way.
Such art thou-stupendous Ocean!
But if overwhelmed by thee,
Can we think without emotion,
What must thy Creator be?

IT

TRINITY COLLEGE DUBLIN-HISTORICAL

MEMORANDA.

On the occasion of the recent elections of a new Chancellor, ViceChancellor, and Provost, of this distinguished university, founded by Queen Elizabeth in 1519, we have taken the pains to compile some particulars regarding these offices. The new officers are :Chancellor, the Right Honorable Lord John George Beresford, D.D., LL.D., Archbishop of Armagh, vice the King of Hanover, deceased-Viee Chancellor, the Right Honorable Francis Blackburn, LL.D., Lord Chief Justice of the Queen's Bench, vice Archbishop Beresford-Provost, the Rev. Richard Macdonnell, D.D., Smith's Professor of Oratory, vice the Rev. Franc Sadlier, D.D., deceased.

The last election to the High office of Chancellor was held on the 15th day of July, 1805, when his Majesty the King of Hanover (then Duke of Cumberland, LL.D.) was elected.

In the 34th of Elizabeth the "Charta, sine litteræ patentes," founding "the College of the Holy and undivided Trinity of Queen Elizabeth, near Dublin," appoints the first Chancellor of the University, and provides for the election of his successors in the following terms —

"Nam Cancellarii dignitatim honoratissimo Consiliario nostro Gulielmo Cecillio Domino Baroni de Burghley, totius Angliæ Thesrurario, Delegatim approbamus, et, ut posthac idoneam hujus Collegii Cancellario Pæpositus et major pars Sociorum elegant, ordiBamus."

The Provost and Senior Fellows, consequently, are--anomalous though it be--the electors. The office is tenable for life, and the Chancellor is sworn (if he be resident of Ireland) generally in the presence of two of the Senior Fellows, deputed for that purpose, before the Lord Chancellor, or Lord Keeper of the Great Seal of England, or before the Lord Chancellor of Ireland.

The office is not a mere sinecure; we find that many important duties may devolve upon its holder. In the 13th Car. 1. we find he is constituted first of the visitors of the College, who form the Court of Ultimate Appeal, with very extensive jurisdiction, to use the words of the last-mentioned statute—“Omnes lite, actiones et controversias, quas Præpositus et major pars sociorum non possint componere, dirimant, et definiant et quod omnia gravjora delicta ab ipso Præpoeito et socils non emendata animadvertant."

The Chancellor appoints the Vice-Chancellor (who was previous to the 13th Car. I. elected by the Provost and Senior Fellows)-"Queen (i. e. Procancellarius,) uti sar est, a Cancellario Academiæ, cujus vicem gerit, seper eligi volumus." And by a subsequent section of the same act, in the event of a disagreement on the cooption of a Senior Fellow, the Chancellor may appoint a fit and proper person to the vacancy."

By virtue of the letters patent, or "Grant for regulating the Observatory on the lands of Dunsink" (32 George III., AD. 1792,) the Chancellor elects the Astronomer Royal (on Provost Andrews' foundation,) in default of appointment by the Provost and Senior Fellows within six months after the occurrence of a vacancy, and by the "Act for establishing in Ireland a complete School of Physic" (25 Geo. III., cap. 42, A.1. 1785,) the application of the

surplus funds arising from Sir Patrick Dun's estates is subject to his approbation.

In the English universities the election of the Chancellors, as of all other University officers, is vested in eonvocation, consisting of the whole body of doctors and masters. In the Irish University the right of this election is vested in the Provost and seven senior Fellows of Trinity College. The practical difference of such opposite modes of proceeding is obvious. An election by the whole body of the higher graduates of a university may fairly be said to speak the voice of the classes it has educated. A nomination by seven gentlemen who have had the good fortune to live the longest or stick closest to their fellowships can hardly be said, except by accidental agreement, to give utterance to that opinion. The Provost and senior fellows are at the head of Trinity Collegebut they are not the heads of the Irish University. In the universities of Oxford and Cambridge, in each of which there are many colleges, the separate existence of the university is plain. In Dublin, however, contrary to the expressed intention of the founders, the University to this day eonsists of but one college; nevertheless the university and the college are perfectly distinet bodies. We have had the curiosity to look into the statutes and regulatiore, and in these the existence of a convocation, composed of the higher graduates, and representing the University, is unequivocally and distinctly recognized. In point of faet that convocation does not assemble twice a year under the presidency of the Chancellor or his representative, and it is by the Chancellor or his representative, or it is by the Chancellor as the head of that borly, and upon a vote of convocation, that every degree is actually conferred.

The Primate of the Irish branch of the Church of England has nominally filled the place of Vice-Chancellor, but has in truth acted as Chancellor in the name of the King of Hanover. There is an obvious fitness in now conferring upon him the name of the office the functions of which he has in reality discharged.

In connexion with the recent election, the Board of Trinity College, offer a prize of £10 for the best ode, in Latin or English, in commemoration of the election of the new Chancellor to the University.

The office of Provost or President of Trinity College is in the gift of the Crown, and is worth £4,500 sterling, per annum, with other perquisites.

The new Provost, Dr. Macdonnell, entered the University over which he now presides in 1800, and at the early age of thirteen, obtained the head place. His College course was throughout distinguished, including the head scholarship in 1803, and Bishop Law's Mathematical Premium in 1808, at his first sitting for it, and on distinguished answering, though amongst his competitors were several who afterwards succeeded in becoming fellows. By a curious coincidence, he was elected on his birth day, and at the age of twenty-one; being one of the few instances of such a distinction having been obtained so early. In 1820 he was chosen Professor of Mathematics, a post which he occupied for six or seven years.

In 1828, at a time when comprehensive views were not too frequently received, he published a letter advocating the necessity of many changes in the academic system of studies. These he warmly supported, as demanded by the extraordinary advance of science in the last half century, which made old institutions in many respects unfitted for the requirements of modern knowledge. The suggestions then offered were finally adopted, and formed the basis of those great changes in the College, commencing in 1835, which have raised its character so high. The constant developement of science, and the creation of new fields of study and research, make it of great importance that there should be no unwillingness in the heads of the University to meet the requirements of the age. He discharged the duties of Senior Bursar for eight or nine years, in which office his active and business-like labits were of the highest benefit in systematizing the management of the College property, and made him familiar with its nature and position.

It is understood that his political opinions have never been of an extreme nature. While a warm supporter of the Established Church of England, he advocated Catholic emancipation, and in 1813 signed, alone amongst the Fellows, the petition in its favour. Of the system of mixed education adopted in the National Schools he has been from the first a consistent advocate.

M. GUIZOT ON WILLIAM THE CONQUEROR. The following is the speech of M. Guizot on the occasion of the inauguration, very lately, of an equestrian statue of William the Conqueror, at his native town of Falaise, in the department of Calvadies, in France. The statue is a fine piece of sculpture, by a Parisian artist, which was lately exhibited in the Champse Elysee, in Paris. The extract will not disappoint the expectations of those readers who may be invited to its perusal by the fame of its distinguished author —

You present, gentlemen, to-day, a rare example—the example of a long and faithful memory after the lapse of ages. Nearly eight centuries have passed since King William died neglected in Normandy, which he had rendered so illustrious. It was with difficulty that there were found a few servants at Rouen-the scene of his death-to watch his remains. A few feet of earth were hardly obtained at Caen wherein to deposite his remains. On the present occasion you repair that indifferenee of his cotemporaries by your persevering care; and, owing to the talent of an eminent artist, King William is again beheld in his native town. Falaise repays

him, after eight centuries, the glory which is received from him. It is a glorious deed to render justice to a great man. Great men, however, must not be flattered neither after their death nor yet during their life. Their errors, their faults, their vices, their crimes, when they have committed any, ought not to be kept a secret, but ought rather to be judged with severity. It is the right, as it becomes the duty, of impartial history. But this just severity once exercised, the evil once recognized and treated as it deserves, a truly great man still remains-great in the midst of all the imperfections his history discloses; and then it is our duty to admire and pay signal honor to his memory, inasmuch as great men are the glory of a nation, even where their despotism has been rude and dearly purchased.

William was indeed a great man; and if the greatness of princes be estimated, as it ought to be, by the difficulties of their deeds and the importance of their results, there are few who have been superior to him. You will not have forgotten, gentlemen, a deed which was accomplished in our time-the expedition of 1830 to Algiers -the attempt to embark and transport to the other shore of the Mediterranean an army of 30,000 men to obtain from a barbarian the satisfaction due to us. What immense preparations were then made! What nighty efforts, what powerful means were employed by the aid of our advanced state of civilization! And all that was deemed absolutely necessary, because the undertaking was difficult. You have now the proof that none of these precautions were unnecessary, because the undertaking was difficult. You have now the proof that none of these precautions were unnecessary for a view to their success; and the success of that enterprise has become the glory of its leaders.

In the 11th century, scarcely issuing from a barbarous condition, without any of the resources now furnished by civilization and science, Duke William assembled together, embarked, conveyed to the other side of the Manches, and landed on the enemy's territory, more than 30,000 men and scarcely had he landed when he won battles, and conquered for himself a kingdom. So much for the difficulty of the enterprise. Now for the greatness of the results. William not only traversed the sea in small and fragile barques, with a mighty army-not only did he conquer a kingdom-he did still more; he founded a State-he strongly and solidly established his power on a foreign soil-his race and a new language and new institutions. And his work has lasted for ages, and it still endures. And it is in the tongue that King William spoke that the English Parliament still addresses its noble Queen, and in it she replies.

We have seen gentlemen, conquests more vast, more dazzling, than those of King William. They disappeared as rapidly as they were made. The phenomenon is indeed rare of invasion founding a State; yet William accomplished such a deed. William was in harmony with the spirit and the permanent interests of his age: he was as deeply imbued with a conservative spirit as he was gifted with the genius of a conqueror.

We are right in rendering him this justice, as his glory has cost us dearly. It was the origin of that national struggle, which lasted more than three centuries, between France and Eugland. It was William who, by establishing between two nations partial and precarious ties, began between them that epoch of terrible hostility,

ence.

and all the wars which lasted until they terminated in a complete separation of the two countries. We were the conquerors in that mighty struggle. We successively won back all the parts of our territory, and ended gloriously by securing our national independWe definitively drove the Norman invaders to the soil conquered by them, and whither we had sent them. The glorious creature without paralief in the history of the world--with a nature half angelic, half heroic-Joan of Arc, forever destroyed what the successors of William the Conqueror labored to effect in France and it was on the same spot of earth, in this very city of Rouen, (where King William met his death,) that the Virgin Warrior sealed with her martyrdom the deliverance of her country.

Yet I care not to dwell on those glorious but saddening memoirs of the past. I rather love to contemplate ourselves and the history of our own days. In our times, also, ships withent number crowd our coasts, and convey thousands upon thousands of voyagers to the shores of England. But is it for another war that they thus depart? No, no. It is benign peace that beckons and guides them to a foreign land and leads them back again. Their desire is not for chivalrous adventure, nor is their ambition that of conquest. They crowd thither to offer or bring back the pledges of reciprocal prosperity. The intercourse between the the two nations is now as pacific as it is frequent and animated. A Crystal Palace, where they congregate in thousands-an invisible thread-a flash of lightning shooting beneath the wave, which conveys from one to the other the message of their mutual wants and their mutual services--such, gentlemen, are the bonds which now replace those that William the Conqueror wished to establish.

Which of the two periods, gentlemen, is the happier? Which spectacle is the nobler, the more glorious? In the midst of the troubles and disquietudes which weigh upon us in our present agitated and precarious condition, we yet have a right to be proud of, and have full hope in, our own age, provided our hope and our pride do not impel us into the pride of madness. We may justly speak of the benefits and the marvels of our civilization, provided that our civilization be not itself like a crystal palace which all men admire, but which all at once disappears, and that it cannot be said of it, in the language of the great poet, "that Normandy has given to France with its brilliancy the brittleness of glass."

I wish not, gentlemen, to throw a gloom over this festivity by words of sadness; but you will pardon me the expression of a sentiment which is certainly that of all men of sense and of honor. When men who traverse the wide ocean are overtaken by the tempest, it is not sufficient to have a noble ship, well equipped, and well furnished with an intelligent, brave, and hardy crew; that crew must be united, and the whole ship must have stout anchors-for on these the salvation of all depends. Let us, gentlemen, be firmly united-let us know how to possess ourselves of the strong anchors of society-let us trust to them together, Yes! Heaven will deign to grant us salvation, if we act so as to deserve it.

ENCOURAGEMENT FOR MECHAnics.-GovernORS OF STATES.We believe there have been one or two instances, but we cannot now remember them, where two brothers have been Governors of States at one and the same time, but there is no instance on record where brothers have been so far apart, and under such peculiar circumstances, as is now the case with the Biglers of Pennsylvania. William Bigler is the Governor elect of Pennsylvania, and his brother John Bigler is the Governor of the State of California. will have charge of the keystone of the arch, the other over the Eureka of the confederacy. One will govern on the Pacific, the other on the Atlantic. One will be chief magistrate of the State of vast mineral fields of iron, copper and lead; the other, chief magistrate of untold deposits of gold, silver, platina, and mountains of cinnebar.

One

"THE EDUCATION OF OUR CHILDREN is never out of my mind. Train them to virtue, habituate them to industry, activity and spirit. Make them consider every vice as shameful and unmanly. Fire them with ambition to be useful. Make them disdain to be destitute of any useful knowledge."-John Adams to his Wife.

The intellectual superiority of one man above another consists in his power of judging of the future from the past.-Stewart's Moral Philosophy p. ii., oh. ii., Sec. 4, Div. ii.

REV. A. LILLIE'S TWO LECTURES ON THE GROWTH AND PROSPECTS OF CANADA.-We are happy to find that our own estimate of the great value of these Lectures when soliciting the respected author to prepare them for publication in the Journal of Education, is fully justified by the reception with which they have met from other quarters. Not only have they been favourably noticed and quoted by several Upper Canada newspapers, but they have been republished entire by two newspapers in Lower Canada. Mr. J. G. HODGINS, conceiving that a pamphlet edition of them might be useful, applied to parties likely to take some copies in that form. Mr. THOMAS MACLEAR, Bookseller in Toronto, proposed to take 1,000 copies; and F. WIDDER, Esq., in addition to supplying some corrections and additional statistics, requested 1,500 copies for the use of the Canada Company in England. Since then, WM. MATTHIE, Esq., of Brockville, has written to Mr. LILLIE, requesting permission to reprint an edition of 1,000 copies for "gratuitous circulation in England, Ireland, and Scotland." Permission has, of course, been given; and Mr. LILLIE has collected and incorporated in his Lectures for the pamphlet edition a number of additional statistics. There are no copies of the pamphlet edition of the Lectures for sale in Canada, but those at the disposal of Mr. MACLEAR; and we hope he will be duly rewarded by the friends of Canadian progress for the spirited manner in which he has undertaken to promote the circulation of so useful a publication.

We know not of a more effective antidote to grumbling and defamation against Canadian institutions and progress, than Mr. LILLIE'S Lectures. Let assailants of Canada answer Mr. LILLIE'S facts and statistics if they can. Among the valuable additions of statistics which Mr. LILLIE has made to his Lectures, is a comparison between the progress of Rochester and Buffalo in the State of New York, and Toronto and Hamilton in Canada. Rochester possessing great water privileges, and Buffalo being the terminus of Canal navigation on the one side, and of western lake navigation on the other, and the great depot of travel and merchandize to and from the Western States, have peculiar advantages over Toronto and Hamilton; and we have often been pointed to Rochester and Buffalo, as exhibiting a growth of population to which nothing in Canada. could be compared. Mr. LILLIE has made the comparison, including the famed City of New Orleans, and the results are as follow: "New-Orleans had in 1810, a population of 17,248; in 183046,310; in 1850, 119,285. That of Rochester, was in 1820, 1,502; in 1830, 9,269; in 1850, 36,561. Buffalo contained in 1810, 1,508; in 1830, 8,653; in 1850, 40,266 (Am. Alm. 1852, p. 200). Hence New-Orleans numbered in 1850, somewhat more than two and a half times what it numbered in 1830; Rochester, nearly four times; and Buffalo, about four and two-third times; while Toronto contained, in 1850, all but nine times its population in 1830; and Hamilton about four and a half times what it numbered in 1836."

OFFICIAL ANSWERS TO QUESTIONS PROPOSED BY LOCAL SCHOOL AUTHORITIES.

[Continued from page 47.]

NUMBER 17.

A local Superintendent proposes several questions as to the respective powers of school meetings, trustees and others in a school section, the nature of which will be sufficiently apparent from the following answers returned to them:

"1. An annual or special school section has authority to say whether a school shall be supported by rate bill at a certain amount per quarter; but such meeting has no authority to say whether a child attending one week or one month shall pay for the whole quarter. The last part of the 8th clause of the 12th section of the School Act makes it the duty of the trustees to adopt a monthly, quarterly, or half yearly rate bill, as they may judge best. Under the resolution, a copy of which you enclose, the trustees can, if they think proper, impose a rate bill of one shilling and three pence per month, (which is at the rate of three shillings and nine pence per quarter) and raise whatever balance may be required to make up the teacher's salary, &c., by assessment, as authorised by the latter part of the 7th clause of the 12th section of the Act.

"2. To your second question, I answer that trustees have no authority to levy a rate bill for less than one month.

"3. It is not lawful for any school meeting to adopt a resolution against all school tax, as the latter part of the 7th clause of the 12th section expressly authorises the trustees to levy a tax on property, if necessary to make up the balance of a teacher's salary and other expenses of their school.

"4. If a majority of a special school meeting called for that purpose, does not resolve upon any method of providing the teacher's salary, then the trustees have authority to provide for the whole balance of the teacher's salary, over and above the amount of the apportionment from the school fund, by assessing the property of the school section, as authorised by the latter part of the 7th clause of the 12th section of the Act. Thus adopting no resolution at such meeting as to the mode of providing for the teacher's salary, is equivalent to resolving in favour of a free school; for, in such circumstances, the Trustees have no authority to impose a rate bill on parents sending children to the school; they must raise whatever balance they require under the authority of the clause last referred to.

"5. The trustees have authority, under the 12th clause of the 12th section of the Act, to call as many special school meetings as they please, and for any school purpose whatever.

"6. No other parties than the trustees of a school section have authority to call a legal meeting of the voters of such section.

"7. Each annual school meeting must be held the hour of the day, as well as on the day, specified by law. If any annual school meeting under your jurisdiction, was held at 6 o'clock, p.m., instead of at 10, a.m., of the day specified by law, the proceedings of such meetings are null; but according to the 5th section of the Act, the old trustee continues in office until his successor is elected, as authorised in the proviso of the 9th section.

"8. A trustee can be sued by no other than the majority of his colleagues for any neglect of duty. See 8th section of the Act. Therefore, if the majority of voters at a school meeting adopt resolutions according to which the trustees are of opinion they cannot employ a teacher and justly guarantee his salary,-(such, for example, as a rate of two dollars a quarter for pupils, or any rate bill so high as to prevent the attendance of the pupils) the trustees can, if they think proper, decline employing a teacher at all, and let the responsibility of having no school, and of losing the school fund (including the local assessment, part of it as well as the legislative school grant) be upon those who propose and support such unreasonable resolutions.

"I thank you for the energetic manner in which you co-operate in promoting the circulation of the Journal of Education-a publication from which I derive not a farthing advantage more than yourself, unless it be an advantage to be responsible for all expenses connected with its publication, besides the labour of editing it."

NUMBER 18.

In a school section where a free school was established, children from neighbouring sections (in which the schools were not free)