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chafing and screaming with rage, pounding the earth with his feet, and ploughing it with his tusks. When the party first saw them, Mr. Arlett was lying between the elephant's legs, and had it been the intention of the animal to destroy him, placing a foot upon his senseless body would in a moment have crushed him to atoms; but it is probable that his object was only to punish and alarm, not to kill, - such conjecture being perfectly in accordance with the character of this noble but revengeful

beast.

"It appeared that the elephant, on his last return to Mr. Arlett, had filled his trunk with mud, which, having turned him on his back, and forced open his mouth, he blew down his throat. injecting a large quantity into his stomach. It was this that produced the inflated appearance of Mr. Arlett's countenance, for he was almost in a state of suffocation, and for three days after this adventure, he occasionally vomited quantities of blue sand."- Vol. 11. pp. 211, 212.

The consequence of this last visit to Delagoa Bay, and of the hunting excursion, is thus stated by Captain Owen:

"The fatality of the Delagoa fever was here further exemplified by the death of our purser, Mr. Thomas Farley, and Lieutenant Richard Ñash, of the Royal Navy, a gentleman, who, after invaliding from His Majesty's sloop Espiegel, sailed as a passenger on board the Leven, for the purpose of obtaining a knowledge of surveying. It was supposed that he imbibed the fever whilst engaged in the hippopotamus hunt up the Dundas River, and Mr. Farley, by sleeping two nights on shore: both continued in good health until after our arrival at the Cape, a period of three weeks, when they were attacked nearly at the same time, and died within a few days of each other."— Vol. 11. p. 223.

The results of this expedition, so important to hydrographical science and navigation, are thus summed up by Captain Owen:

"During the five years which we had been absent, we had traced about thirty thousand miles of coast line, which was transferred by measure to paper, occupying nearly three hundred large sheets. Most of the details of this work were before but imperfectly known, and many we were entirely ignorant of; so that at one view it is shown in how great a degree navigation has profited by the expedition. But, to form a just idea of the magnitude and character of the work, the charts and plans made during the voyage should be referred to, nearly the whole of which were furnished to the Admiralty in duplicate. In the course of our service, we were called upon in numerous instances to correct the errors of former navigators, and fix the latitudes and longitudes of places that had not before been determined."- Vol. 11. pp. 376, 377.

[Translated from the " Neues Allgemeines Repertorium," No. 8, for 1833.]

ART. V. Einladung zu der am 15 April 1833 festgesetzten Prufung einer Lehr- und Erziehung-Anstalt, nach Pestalozzi's Methode, von PH. LEYENDECKER, Vorsteher der Anstalt. [Introductory Discourse previous to the Examination of an Establishment for Instruction and Education, according to the System of Pestalozzi. By PH. LEYENDECKER, Principal of the Establishment. Wiesbaden. 1833. 8vo. Pp. 33]

THE discussions contained in the Programs (Introductory Discourses), delivered at public establishments for instruction, are for the most part of little interest beyond the place of their origin, excepting sometimes to a particular class of philologists. In neither case are they entitled to a notice in literary journals, which, indeed, could ill afford them room. Of many, indeed, it were to be wished that they should neither be circulated nor read.

So long as the corporation-spirit keeps its place in public seminaries, so long as the ancient routine, resting upon antiquated rules, prevails in them, every useful change will be rejected. Let not this sentiment be confounded with a desire for a revolutionary overthrow of existing institutions. It is very comprehensible, that the members of a corporation, in order to support the lucrative monopoly intrusted to them, should deny that the unincorporated are competent to pass sentence upon their management, although the latter maintain their competency on the ground, that sound human reason, guided by safe experience, has a right to a voice, when the most sacred interests of humanity are under discussion. But who has ever doubted that a rational mode of educating the rising generation will exert an immeasurable influence upon the present and the future ;- that we may expect from it the cure of many of the moral diseases which now exist?

Probably, however, the old state of things will continue, until the force of circumstances and of example shall compel a change for the better. This stubborn adherence to old rules, and inefficient methods and regulations, this dictatorial refusal of a compliance with the exigencies of the present age, in opposition to a prudent reform, has produced a remarkable phenomenon. It has given occasion to a greater number of private seminaries of education, adapted to the wants of the times, than formerly existed. To the ancient corporation of Oxford, is opposed the University of London, with more liberal methods of instruction, and better regulations, where those who are destined for the higher departments of common life, may receive the requisite education. The mercantile and polytechnic schools have placed themselves by the side of academies and lyceums. Where they have not been established by the state, the want universally felt has created

private institutions of learning, with a more free action, and a more free choice of the objects of study. They have advanced in number and prosperity. Their success has given decisive proof, that they have found root and nourishment in the wellunderstood interests of the cultivated middling classes. Contrarieties of this sort cannot be accommodated to each other, and much less done away. But, obviously, there is this consolation, that by the force of irresistible circumstances, and of the examples given, those useful changes which have been opposed by the individual interest of many will at last be effected. When this will take place, no one knows, but it is certain that it will. Even should young men, who wish to accomplish themselves in the study of a profession, or in philology, find what they seek, though but partially, in schools of the learned, of the lower or higher class; yet others will resort to those institutions in which they may receive instruction in their future calling, without being injudiciously compelled to attend to branches of study which to them are useless.

I return, after this short preface to the subject of the present notice, and remark, that the discussion contained in this Program, forms an exception to the rule before mentioned, and, from the great importance of the subject proposed, and its universal interest, is particularly worthy of a notice in a literary journal. The essay examines the question: "What are we to think of the usual incentives to diligence and to emulation, by means of certificates, public prizes, scales of rank and merit, &c."

We have not thought it to the purpose, to give single propositions, taken out of their connexion, or a verbal extract, in order to justify our opinion. We therefore present a short abstract of the contents, that what is essential may be known and carefully considered.

"Reason and history prove, that the purest, noblest acts of love and self-sacrifice have never been performed with a view to reward and honor. They have never taken root in the soil of self-interest. Generally, they have scorned every ordinary incentive. Therefore let every one, in early youth, be accustomed to love and practise the True and Good, for its own sake alone."

The author wishes all unnatural incentives to emulation and motives to diligence banished from the school. "That is not to be made an object of desire in youth, which at a later day will not content the man, would he live happy and be truly useful to the state. The True and the Good require not the aid of ambition and selfishness, in order to be loved and pursued with all our powers. There lives within us an unquenchable impulse, urging us to the eternally True, Good, and Beautiful. These need only be shown to the boy in their purity, to excite his faculties to the greatest exertion. Were more confidence placed in this natural longing for the proper form of the soul, were the mind nourished

by truth and love; then were there no need of those lures, to call the mental powers into activity. Condemned to labor for mean rewards, the young become debased and degraded to beasts of burden. Designed by nature to develope themselves in free, noble life, they must drudge in the service of ambition."

"But no mother thinks of urging her healthy child to eat, by promises. Hunger urges him till he is satisfied. Should it not be so with mental food? Let us but trust to the hunger and thirst of the soul. Let us risk the experiment. The scholar will necessarily grasp with the same zeal at food for the mind, as does the child at food for the body."

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The author then proceeds to show that nothing but a perverted mode of instruction could create the necessity for these incentives, and that the application of them is closely connected with those false views according to which the accumulation of knowledge is considered as the end of instruction. "The young man,' says the author, (p. 7,) "is viewed not as an organic being, which by the appropriate use of all the elementary means of its intellectual growth, is to develope itself according to natural laws; but without regard to the necessary harmony between the human mind, as the subject of developement, and instruction as the means of developement; the former is treated as a vessel, in which, by the aid of the memory, great stores of idle knowledge are heaped up in confused disorder, to be hereafter applied to public and domestic use. Thus regard is had merely to knowledge, without a thought of education and the formation of character.

"With many teachers instruction and the acquisition of knowledge, instead of being regarded as means, have been transformed into an ultimate object. The pupil himself whose benefit is the final end and aim in the communication of all knowledge, becomes to them only a means. Thus too the pupil, in this perversion of things, substitutes for the proper object of his exertions, those incentives to emulation which were held up to him merely as a means of awakening his zeal, in order that he might take in the utmost possible quantity of knowledge. The most natural consequence is, that his diligence, once accustomed to these incentives, falls asleep when deprived of them."

With these remarks on the unsuitableness of the incentives employed, others are closely connected. "One boy tasks his powers immoderately. He denies himself rest, both by day and night, that he may at last, powerless and enfeebled, gain the post of honor."

"Another, of equal ambition, seeks artfully to reach the goal by a shorter way. He thinks he has discovered, that the teacher, in assigning the place of honor, does not proceed with strict justice. It is favor, he thinks, which turns the scale. This, then, he seeks to gain, and by means of it the first rank. Too often he succeeds. The trickster even boasts of the means which he has used, if he have but gained thereby the desired result."

"The road once trodden, others enter upon it, more or less cunningly following in his steps. Thus the teacher must necessarily lose respect. The whole school is in danger of becoming gradually demoralized."

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"A third has conceived a hatred against his school-fellow. He watches him with Argus' eyes. Every fault is reported to the instructer with malicious joy; that the object of his hatred may be humbled. The law is plain; the teacher must be just." The stoical indifference of a fourth to all honors is a proof against every lure. To him, all those wondrous means are without effect. What cares he, whether he sit on the first bench or on the third - if that be all? And these immoveables are not always the worst characters."

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Another, by arrogance in his high place awakens the envy of his school-fellows. Many unite to effect his degradation. 'Let us but study smartly!' is the cry, 'he must come down.' The poor lad, surmising nothing of the plot, enjoys his good fortune but a short time. Is he vanquished? Then the rivals rest upon their laurels, till a new contest calls their powers into life.”

"Are we not in this way in danger of nourishing the first germs of selfishness and malice, of revenge and of envy? Are not all those passions at work in the little world of the school, which distract the world at large? In this way, the scholar loses not only all love for goodness and rectitude, but all respect for his instructer."

The author proceeds to show, that these incentives by no means admit of being applied with strict justice. "The teacher must of necessity be either unjust or partial. The law determines, according to external marks, the cases in which the prize of honor is to be assigned; to the scholar, for example, whose written exercises shall present the fewest mistakes. The abilities and good intentions of the pupil are not here brought into account; and yet these ought to decide the question. Thus it often happens, that the first in a class owes his place not to himself, that is, not to his diligence and willingness, but to his natural talents; while many who sit below him, laboring with greater diligence, deserve to sit far above him, notwithstanding more mistakes may be found in their exercises. The teacher must judge by these alone, and is consequently unjust. Should he assign the place of honor according to laws psychologically and morally just, he would then seem partial; for he who should have the fewest mistakes, would not always receive the mark of distinction. It is even a possible case, that the last might be first, and the first last. The teacher has thus the alternative, either while he appears entirely impartial to be unjust, or while he is just, to appear partial. It frequently happens, too, that in written exercises, by which the relative rank of the pupil is determined, the scholar of more limited intelligence and less capacity makes fewer mistakes, and thus gains a higher rank, than one of brighter genius. The

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