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 IW 
 
 
 fatural iistors in its «htational Inspects. 
 
 BY J. W. DAWSON, A. M. F. G. S. &C., 
 
 PRINCIPAL OF m'GILL COLLKGB, MONTREAL. 
 
 (Extracts from the Introductory Lecture of the Popular course of th« Natural History 
 Society of Montreal, Winter of 1856-7.) 
 
 Heprintea from Barnard's Amwioan Journal of Education for June, 1867. 
 
XL NATURAL HISTORY IN ITS EDUCATIONAL ASFECTS. 
 
 BY J. W. HAWSON, A. If. F. 0. S. &C., 
 PRINOIPAl OT M'OILL COLLEOB, MONTRKAl. 
 
 (Extrac, from .he Introductory Lecture of the Popular course of the Natural History 
 Society of Montreal, Winter of 1856-7.) 
 
 This Society wisely regards as one of its functions, the cultivation 
 among ,ts members and the public in general, of a taste for those 
 useful and ennobling pursuits to which it is devoted. Viewing this 
 as the principal object of the popular course, the introductory lecture 
 of winch I have the honor of delivering, I have determined, instead 
 of se ecting any special scientific subject, to lay before you a few gen- 
 eral thoughts on the importance of Natural History, as a branch of 
 education; understanding by that term the training of our mental 
 powers of our esthetic sentiments, and our moral faculties; and this 
 not ony in our Schools and higher Institutions of learning, but in 
 our self-cultivation throughout life. 
 
 Man and the nature that surrounds him, are products of the same 
 almighty all-pervading mind. Hence man finds natural things 
 adapted to his wants and powers, and can perceive in them a likenets 
 to the results at which his own ta.ste and reason arrive-finding thus 
 fixed law, progressive movement, beauty, adaptation, and order in 
 nature, similar to those which exist in his own works, but of a higher 
 type. Man's soul is thus the link between the spiritual Creator and 
 the material creation ; and this appears to be the real central truth 
 of all those dark though exciting controversies, on the relations of the 
 subjective and tEe objective in man and nature, which have bewil- 
 dered the minds of those who, leaving the firm ground of 
 revealed religion and inductive science, have wandered into the mists 
 and darkness which shroud from our gaze the precise junction of 
 the spiritual and the material. The middle path that leads between 
 the opposite errors of transcendentalists and materialists, is the old 
 familiar truth of our infancy, that man was made in the image of 
 that God who made all things and pronounced them good 
 _ Thus constituted, man must sympathize with nature, must observe 
 Its objects, must reason on them; and nature must react on man 
 strengthening and stimulating the faculties that act on it, and more' 
 
NATURAL HISTORY. 
 
 429 
 
 or less deepening on bis mind the impress of that of the Creator of 
 both. It is principally to this last aspect of the subject, the reaction 
 of nature on ourselves, that I wish to direct your attention. 
 
 In this respect then, the study of nature presents itself in the first 
 place, as a means of training the observing powers. This is an oflBce 
 strictly educational, and strictly elementary. Observation of exter- 
 nal things begins in earliest infancy, and is essential to the happiness, 
 the utilities, and even the safety of after life. It has been apparently 
 a subject of doubt with modern educators, whether in this direction 
 we require any training whatever. This has rvt least been strangely neg- 
 lected in schools and colleges. We have been content to know that 
 the savage can teach his children without any school or college, to 
 detect and distinguish with the nicest discrimination, the minutest 
 traces of men and animals ; while civilized men highly cultivated in 
 other respects, are often deficient in such powers to the last degree. 
 
 To what extent are such powers actually deficient in the generality 
 of educated men ? to what extent are they desirable in civilized life ? 
 to what extent can they be cultivated? In attempting to answer 
 such questions, it is but fair to admit that, in many handicraft trades, 
 and in the prosecution of the fine arts, the observing powers are ex- 
 tensively cultivated in persons of very different degrees of education. 
 On the other hand, it can not be denied that men of the highest euu- 
 cation are often remarkably unobservant; sometimes peculiarly so, 
 insomuch that their absont-raindedness, as it is called, has become pro- 
 verbial ; while the mass of men, apart from the special points to which 
 business directs their attention, have little useful perception of out- 
 ward things, in comparison with that which they might attain. The 
 accounts of natural objects and scenes given by popular writers, and 
 in conversation ; and the extraordinary diversity of the evidence respect- 
 ing matters of fact in our courts of law, sufficiently show the prevail- 
 ing deficiency in accurate observation. It is deserving of note, also, 
 that this deficiency is often only aggravated by the superior develop- 
 ment of the reflective and imaginative powers ; because in this case 
 the observer is induced to substitute his own fancies and speculations 
 for matters of fact. Much of the want of originality, and distortion of 
 natural truth, which we lament in our literature, as compared with that 
 of earlier and simpler states of society, proceeds from the same cause. 
 
 That the removal of these defects is desirable, I think no judicious 
 educator will doubt. They are in part remedied by the object lessons 
 in our primary schools, by the drawing, the music, the natural history 
 of our more advanced schools ; by the natural science of our colleges ; 
 and under these influences we may hope that among the educated 
 
430 
 
 NATURAL HISTORY. 
 
 I 
 
 ■"V be fully . Wi„^ 1 Zh f^' ""•"■ '^'■•' «'««' "»""» 
 
 JJe n..t '^fte.. ^lu. 'X.:^ :[ '^^- -/" » -. be. 
 Much of the teachiDtr of natoThw '° '™'° "<■ ""-"fs of oHe„, 
 I.; .ext-heok, , Jinl°Ce a arpe'^jX'rrT/rP--- 
 •nUrgeraent of view, to be rellv mefll Tn t ^ ''''™"' '" 
 
 tific iMtitutioiu, oMnre sh„„ h ^ ,, . '" """ ">"«ee» and sden- 
 
 of the best JenUflS '"'f^"'^,'^<'.«"'";n«i ""der the guidance 
 nenlaryschooh t I ' "'„« T"'"^ °' "' '*"«''<'" »' «■<> 'le- 
 
 ".ay l« given to those „h„ do^not teTr.Le IS'™ T'"" 
 education. In this „v alone will i. I ° f " ' '»ll8«i«'e 
 
 and ™™en trained to i.°^Z f aeC "" ""' """' ■"»" 
 reflective powers. *" '"^'' " «« »» of their 
 
 I have already suggested the connection between d.&„.- . ■• 
 the observing powers and w.nt „f • ° ,°""'n defective training of 
 
 of accurate fnS t™«, „, d^rf' llf" "'^ '" '^^''' ""^ "»"' 
 public testimony. I mTv aJuX, ^J T "»""»«»«»» «nd in 
 
 nected with the^revZ: of CTr ''°™°^" ''°"'^"°"- 
 epidemics through society L ^ [ t ^"^ ""' 'f^ ><>"> 
 
 faith in the feats of ^etrnf,^ T l^Z ^ "''""'^ "" '■^7 
 
 Mages, and the evidet tl 7pr;S^^r 'r"'"'"^ "*"■ 
 agencies producing the resnlt, oK T ""'' '^'' "^ "'« 'eal 
 
 of .be Jective an^d ^^n2:tZ^::^::^'- ^'^^^^on 
 
 delusions than Cw tog^riZ" °'"°"^ '''"™''<' "»" ™* 
 study of nature * «'" "" f"*'" ">' °b«e™tion by the 
 
 powe::::i:ite wS:r "" '": ;™'"'°« "'■'-' ^^-^^"^ 
 
 '^, or the compariso: luL^lTI^^ ^ t^tr ' """'^ 
 the investigation of cause and eir«tTh; ° '"T """^ '*'"'' "^ 
 jects, and the esUmation of theaZt„t?„.T T^'^ "' "^ 
 required in the deterniination la~l "' "'""f" '''*™'°^- 
 tory; the separation of Quali^l..'''^""'" "»'"'»! >•''- 
 peculiar tool; tlie ^^t ^ LTw™" slT ' '^"■'^ '°™ ''« 
 gous and those which are inerelvalT f"* ^^P"'^ •'""'olo- 
 
 U-ons and uses of .tructuLrJa "2 1'^^'T"^ " '"^ '"^ 
 
 application of modern causes to the 
 
have more 
 try and ab- 
 iese results 
 ue place in 
 aa may be, 
 
 of others, 
 and popu- 
 leficient in 
 and scien- 
 wsible col- 
 > guidance 
 )f the lic- 
 it through 
 a faculties 
 collegiate 
 orth men 
 8 of their 
 
 aining of 
 tnd want 
 a and in 
 Jely con- 
 ead like 
 i ready 
 [ assem- 
 the real 
 tivation 
 observ- 
 3equen> 
 n such 
 by the 
 
 inking 
 analy- 
 ate to 
 of ob- 
 encfls, 
 il his- 
 those 
 molo- 
 func- 
 the 
 
 NATURAL HISTORY. 
 
 431 
 
 explanation of the ancient phenomena of the earth's crust, and many 
 other operations required in the study of nature, not only cultivate 
 habits of observation, but the reasoning powers, in directions not 
 so much within the scope of other branches of education. Such 
 investigations have also a powerful influence in cultivating the love of 
 truth, and those mental habits which lead to acuteness and earnest- 
 ness in working out the many contingent problems of ordinary life, 
 which lie beyond the domain of the exact sciences. On this account 
 the study of nature does not tend to alienate the mind from the ordi- 
 nary business of life. This is well exemplified in the works of mod- 
 ern scientific travelers. Such men as Humboldt, Lyell and Darwin, 
 even when they digress from their own immediate field of study, and 
 enter on social habits and questions, give us representations more 
 truthful, and reasonings more profound nan those of ordinary travel- 
 ers, because they carry to these thinj s the niontal habits which they 
 have cultivated in their own proper - .epartment. 
 
 Natural History also claims a h gh position in education, in con- 
 nection with the cultivation of tast i — tliat appreciation of the truly 
 grand and beautiful which opens up so many sivennes of innocent 
 pleasure, and is so intimately connected with the right exercise of 
 our higher moral sentiments. A very high authority informs us, that 
 the kingly state of the most sumptuous of Eastern monarchs, was 
 inferior to that of the lily of the field ; and we but announce a prin- 
 ciple whose germ is hidden in that beautiful illustration, in saying 
 that nature transcends art, not only in its grandeur, its varied contri- 
 vance, and self-sustaining power, but also in the beauty of its objects 
 considered with reference to our aesthetic powers and preferences. 
 
 The world has worshipped art too much, reverenced nature too little. 
 The savage displays the lowest taste when lie admires the rude figures 
 which he paints on his face or his garments, more than the glorious 
 painting that adorns nature : yet even he acknowledges the preemi- 
 nent excellence of nature, by imitating her forms and colors, and by 
 adapting her painted plumes and flowers to his own use. There is a 
 wide interval, including many gradations, between this low position, 
 and that of the cultivated amateur or artist. The art of the latter 
 makes a nearer approach to the truly beautiful, inasmuch as it more 
 accurately represents the geometric and organic forms, and the color- 
 ing of nature ; and inasmuch as it devises ideal combinations not 
 found in the actual world ; which ideal combinations, however, are 
 beautiful or monstrous, just as they realize or violate the harmonies 
 of nature. 
 
 I do not wish liere so to depreciate art, as to raise the question — why 
 
432 
 
 NATURAL IIIHTORY. 
 
 ]l 
 
 Should there be such a thing «s tine art? Why wo should atten.pt 
 to imitate that which we can not equal, and which yet every where 
 surrounds us? The necessitios of man's falh-n naturo-his Lire to 
 perpotuate the perishing forms dear to him-l.is own conceptions 
 of the beauffui, and his longing to realize thom-his ambitious 
 wish to create something that .nay give him an undying repu- 
 tation-his Idolatrous desire to embody in material form, something 
 that he or others may reverence or worship; these and such reasons 
 are sufficient to account for art aspirations, ;is constant products of our 
 mental conrtitution. Let us accord to art the admiration which it 
 desems, but let us not forget that nature is the highest art-M. art 
 which embraces in itself all else that truly deserves the name 
 
 One essential difference between imitative art and nature, in refer- 
 
 7lHC'irT "'.^''*' " ''"' ^^" former is wholly superficial, 
 while the la ter has an inner life and tiner structure, corresponding to 
 
 I s outward form The painter's bouquet of flowe,., may charm us 
 
 with Its fine combination of forms and colors, and with tiie thought 
 
 and taste that speak in every hue and tint; but examine it closely 
 
 and ,t becomes merely a mass of patches of colo.., in which the parts 
 
 of the actual flowers are but rudely shadowed forth. The natural 
 
 flower, on the other hand, yields to the closest examination, on'n w 
 
 tructures and more delicate beauties not perceived at the fiiU gfance ; 
 
 de s, so that If we represent separately all its various parts and inter- 
 
 i" rir T;r 'r: ^ "'" '' ''''''^'^ ^-^ ^^^^ «^ beauty nd 
 
 nte est, and the whole showing us that the painter's geniul has 
 
 availed only to depict that outer layer of charms which lies at he 
 
 oTLr^Tba:"' 't"-" ''' -^"'^'«--'-^'ave all those chlg 
 of beauty that march m procession from the unfolding bud to fhe 
 
 yea^'l'^r;"' M f^"° 1 "'° '""''""^ ™^ ■^P--"'. '">' only 
 year, of tudy ami labonoua days of delicate chiseling, but also a 
 
 beau.,deal of ma,,ly symmetry and grace, such as „e caSseldom Id 
 
 .pproaehed n, the real world; but take for comparison, heTv ng 
 
 lull ol beauty. Every mot.ou of such a form is a new statue In a 
 
 rS'i not L -^^ 7°^™". ■'«''»"«>• of kones and muscles, ' 
 Xhich, ,f not mdivdually beautiful, become so to our inner ment, 
 v,s,o„ when we consider their adaptation ,o this infinity of It 
 ful form and mofon. The frame contrived to enshrine tlfe imlll 
 
NATURAL HISTORY. 
 
 433 
 
 mind of man, is the chief of the works of (iod known to us, and is 
 not the less beautiful, that in our present fallen state, considerations, 
 both moral and physical, require that the nakedness which was its 
 primeval glory and distinction, shoul.l be covered from our sight. It is 
 a hi.rh ambition that fires the sculptor with the hope, that he shall be 
 Hblo'to embody oven one of those attitudc.s that speak the emotions 
 of the soul within. Yet after ho has exhausted all his art, how cold, 
 how dead, how intensely wearisome and monotonous, when compared 
 with the living form, is the changeless beauty of the statue. 
 
 The littleness of art is equally apparent when it attempts to rival 
 the grandeur of nature. Her towers and spires have less effect than 
 those rocky pinnacles and mountain peaks, her pillared porticos do not 
 equal nature's colonnades of stately trunks and graceful foliage. We 
 habitually acknowle-lge this, when we adorn our finest buildings with 
 surrounding trees, just as nature masks with foliage the bases of rude 
 cliffs, and the flanks of precipices. 
 
 Art takes licr true place when she sits at the feet of nature, and 
 brings her students to drink in its beauties, that they may endeavor, 
 however imperfectly, to reproduce them. On the other hand, the 
 naturalist must not content himself with "writing latin names on 
 white paper," wherewith to label nature's productions, but must rise 
 to the contemplation of the order and beauty of the Kosmos. Both 
 will thus rise to that highest taste, which will enable them to appre- 
 ciate not only the elegance of individual forms, but their structure, 
 their harmonies, their grouping and their relations, their special adapt- 
 ation and their places as parts of a great system. Thus art will attain 
 that highest point in which it displays original genius, without vio- 
 latincr natural truth and unity, and nature will be regarded as the 
 
 highest art. 
 
 Much is said and done in our time, with reference to the cultiva- 
 tion of popular taste for fine art, and this so far as it goes is well ; 
 but if the above views are correct, the only sure path to success in art 
 education, is the cultivation of the study of nature. This is also an 
 easier branch of education, provided the instructors have suiBcient 
 knowledge. Good works of art are rare and costly ; but good works 
 of nature are every where around us, waiting to be examined. Such 
 education, popularly diffused, would react on the efforts of art. It 
 would enable a widely extended public to appreciate real excellence, 
 and would cause works of art to be valued just in proportion to 
 the extent to which they realize or deviate from natural truth and 
 unity. I do not profess to speak authoritatively on such subjects, but 
 I confess that the strong impression on my mind is, that neither the 
 
 No. 9.— JTOL. III., No. 2.]— 28, 
 
434 
 
 NATURAL lilHTORY 
 
 .f we could „„,„b,„o p„,,„i„, ,,,ti„„i,„,„ ,„^ ,„, „ „i„,„ ;;„ '7 
 
 nay „v„ .,,,,.,.,1 .„ dwell too l„„, „,,„„ ,,, „„, „,. 
 
 Ihroo pad« of July. M.t l,l^t „f , „ ^ T", '""'''"'" 
 
 moral goodness rovm.I«,l i • , "^^ '>' "'''^ P''wiinf,ei,t hoauly ,.f 
 forhappn ss tL "*■ resources of fallen ,na.. in his Larch 
 
 -tCr;,j!~::;:-i:-Tt^,;rr 
 
 An observer J„ S, J ""^, '''"""^ ■""" "' "«-««■ 
 
 con4 nndJ .'l,e a^ IT^r^ 
 
 he fall, infinitely ,,,„„ „f j, "" 'f , J '*"' '' ''° "=»«» ''«''«'• 
 brinkof tbe proLndo:l;!f :t:l :l:7^;;<;,«7* °" '"" 
 gress eonducls him to the inviti„„ fill „ ' , f""l'er pro- 
 
 mntnal .lation of thin^. ^e fid! h „ ,— T'"" »"" 
 that everv structure is ,„„.f ,,.""" """""S '« without its use; 
 .npFosed-cearelci clllf y "*'"'''' '" 'P«'"' ^^^ ^ 'hat th 
 of great po, « bv J f^ " ""'"'^ "■« '^■'""■"'">'« «i„n 
 
 aimless round is n-ivmo- »v,^f x * " '^^ ^'^^^ sight apparent y 
 .l.uttles that r s^ll^Xra ■^"r^;,°^-'-"<' -Pi"<':esanJ 
 great web of life. weaving, m all ,ts varied patterns, the 
 
 it 'r iXTorertet: 'ri7 "■' -*• ^ -'^'■-' - ^-o '- 
 
 .e«.piation of t.pTinta te 7^:::;rrrwh"; *'" '°f " """- 
 
 ' ^'^'^^^ "^"t^ to which science has only 
 
NATURAL UIH-IOBY. 
 
 (:i5 
 
 . u- 1 type. ..r PulloruH of oxistonco ; tluvt on tho.« patterns 
 
 r^:tr:i;^ out tl who. .y.e.u or .... ad,,tin, .... to 
 
 vHrioty of u.., by an infinity of n.inor n.od.hcat.ons Ihat .. 
 
 o J ether he «tudy the eye of a ,nat, or the structure o a nu.u . 
 
 iin ihain, he ncen not only oV.jocts of l.eauty a...l ntU.ty,bnt j.arU of 
 
 Z^r^I^^ pl-H of infinite wis.lon., by which all objecU, however 
 
 4^-1 \,i time or snatw, are linltod together 
 
 •" 1 Z» urc. A n..tun.li»l i» ..ot n,«,..ly .. n wU k,„.v, hard 
 
 al forlny com,,,..,, or „„.o„.,n„„ .l,i„s!». or who colloclH n.ro 
 
 , »tadie., load hi,n to grand «c„.n,li»,tio„s even to tho con^ 
 llration, in part at .e»t, of tho ,.la„, .hat -^"J^^ '» 
 tho infinite .nind, and gaided the ovol„t,o„ o all „,a.cr,a 1, ^ 
 Natural history th„» ri»o» to the highest gro„„d occu,„c 1 by her ,s 
 ::':e,,ce.aLgive,,,,,,e,.d.d,,ing.^ 
 
 :■; •cht:'o;,„ected, at least by broad , logies, with our own ,„or.l 
 
 and reUgious interesU. ,,,„, the study of nature fonns 
 
 It follows from the preeed.ng vrews, that the t my o, 
 
 bo/much true ^^^ir^^XZ^,' as well as 
 
 l" "t Ctd-^ a,d o b« U,ings'leing equal, the nearer we ean 
 ■• good for food , a, o o J' ;,i ^^ <,ur sensuous enjoy 
 
 return to this pnnnUye taste, '''«««»'''" „„^ „„,i „rture, 
 
 ment, the better tho "'"'"""yf ""' ^ ""^^ of tastes at once 
 because they will then depend °" *° ?"' '\f ;l^,,„i„„ „ith, and 
 uatural and harmless, and w,ll not lead u o co™ 
 ,everence tor merely human S™-^^ « " con ^^^^ ^^^^ 1^^,^ 
 
 ence of the infinite pertection of the Oreatoi. 
 
436 
 
 NATURAL HISTORY. 
 
 to lead to idolatry than rvc. Hence the Holy Scriptures, which guard 
 so jealously against the tendencies of human nature to exalt itself 
 and its works into di\'ipities, every where recognize nature as a secon- 
 dary revelation of God. So deep is the degradation of man, that 
 even in the contemplation of nature, he tends to rest contented with 
 the material creation — to abase himself In idolatrous veneration of the 
 creature, rather than to worship the Creator. But if men will depart 
 iVora the true God, even in this way, I may still be permitted to main- 
 tain th-.t the Chaldean or Egyptian, who recognized the hosts of 
 heaven, or the creeping things of earth, as fit emblems of Deity, or 
 the naturalist, whose religion rises no higher than the theism to be 
 gathered from nature, has a nobler faith than that of the Greek who 
 worshipped the Phidian Jove, or the modern amateur who adores the 
 genius of Raphael or Micliael Angelo. 
 
 I have sought to magnify the office of this Society, on educational 
 groutids alone ; but I can not conclude without reminding you that 
 jitural science has its utilitarian aspects. All our material wealth 
 c .isists of the objects of natural history. All our material civiliza- 
 tion consists of such knowledge of these things, as may give us mas- 
 tery over cbeir uses and properties. Such knowledge is every day 
 findiiig its reward, not merely in the direct promotion of the happi- 
 ness of its possessor, but in enabling him to add to the comforts 
 of our race, or to diminish the physical evils to which they are 
 exposed. Into this subject, however, I can not now enter ; and this is 
 the less necessary, since the minds of nearly all intslligent men are 
 sufficiently alive, at least, to the utilitarian value of the natural 
 Sciences. 
 
 ..-- ••^:| 
 
THE 
 
 l^m^ritaii |ouruaI of (Kittcation. 
 
 No. IX.— JUNE, 1857. 
 
 CONTENTS. p^„. 
 
 Portrait of Nicholas Brown ^^^ 
 
 I. Memoir or Nicholas Brown. By Prof. William Gnmmell 291 
 
 Note. Providence AtheniEum ^^ 
 
 Butler Hospital for the Insane ^09 
 
 11. Letters to a Youno Teacher. By Gideon F. Thayer, P ,ston 313 
 
 III. Cultivation of the Expressive Facllties. By WiK.am Russell 321 
 
 IV. New York Institution for the Instruction of the Deaf and Dumb 346 
 
 Illustrations— F/V«re 1. Perspective of Building 346 
 
 » " 2. Ground Plan 364 
 
 V. Memoir of Harvey Prindle Peet, LL. D., President of New York Institution 
 
 for the Deaf and Dumb "'^ 
 
 „ . .. 367 
 
 Portrait ■ 
 
 VI. C. H. Zeller and Institution at Bkugqen, (Duchy of Baden,) for Training 
 
 Teachers of Schools for Orphan and Vicious Children • • 384 
 
 VII. Jacob Vehrli and Normal School at Kruitzlinoen, (Switzerland,) for Train- 
 ing Teachers of Schools for the Poor ^^ 
 
 VIII. Farnum State Preparatory School, iit Beverly, New Jersey 397 
 
 Portrait of Paul Farnum ^^" 
 
 IX. Life and Educational Principles of Pestalozzi 401 
 
 X. Norma-. Schools -.—their Relations to Primary and Higher Institutions of Learning, 
 
 and tc the Progress of Socinty. By Prof. W. F. Phelps 417 
 
 XI. Natural History as a Branch of Popular Education. By J. W. Dawson, 
 
 Principal of McGill University, Montreal 428 
 
 XII. Abbe de la Salle, and Institute of Christian Brothers 437 
 
 XIII, The School and the Teacher in Literature 449 
 
 William Shenstone 449 
 
 The Schoolmi<>tre..':s **^ 
 
 Annotations. My First Teacher, by Rev. Warren Burton 456 
 
 .. '• " Henry Kirk White 459 
 
 ■I " " George Crabbe 460 
 
 " The Birch— iU Scholastic and o'.her uses 460 
 
 XIV. Art— ITS Importance as a Branch of Education. By M. A. Dwight 467 
 
 XV. Valentin Hauv— Founder of Institutions for the Blind. By L. P. Brockett 477 
 
 Portrait ^'3 
 
 XVI. Special Trainino of Women for Social Employments 485 
 
 XVII. Pastor Flikdnkr's Institution at Kaiserswerth, (Prussia.) 487 
 
 Florence Nightingale in the Crimea ■ • 489 
 
 Cooperation of Women in Sanitary, and Educat'nal Movementt. By Mrs. Jameson 493 
 
 XVIII. Public Instruction in Sardinia. By Prof. Vincenzo Botta 513 
 
 I. Primary Instruction "^^ 
 
 II. Secondary Instruction 518 
 
 XIX. Public Hiou School of Chicago. By W. H.Wells 531 
 
 XX. The Gyroscope. By Major J. G. Barnard, U. S. Corps of Engineers. ... 537 
 
 No. 9. [Vol. Ill, No. 2]— 19. 
 
SUPPLEMENT TO NUMBER IX. 
 
 XXI. Reformatory Edccation XI 
 
 XXII. History or Prkvkntive and Reforwatory Education, Institdtions and 
 
 AocNciiB 505 
 
 XXm. Italy. 
 
 Reformatory Department of San Micliele at Rome BBS 
 
 Juvenile Asylum of Tata Giovanni at I'.ome 589 
 
 XXrV. Switzcrland. 
 
 Labors of Pestalozzi, Fellenberg, Velirli, and Zeller 591 
 
 Reformatory School at Bachtnlen 597 
 
 Rural School for Orphans and Foundling at Cara 599 
 
 XXV. Grrmany. 
 
 The Rough House, ( AauAe Ilaiis,) at Horn, near Hamburg 603 
 
 XXVI. Holland 
 
 Prison and Reform School for Juvenile Oftendcrs at Rotterdam 619 
 
 XXVII. Bbloium. 
 
 Reform School for Boys at Ruysselede 631 
 
 Reform School for Girls ut Beernen, 650 
 
 XXVIir. France. 
 
 Patronage Societies — in aid of discharged Juvenile Offenders 651 
 
 Mettray ; from Annual Reports of Directors from 1837 — 185C 6.W 
 
 " " Reports of Visitors from abroad .... 706 
 
 Establishment of St. Nicholas at Paris 727 
 
 Central Prison and Reform School at Gaillon 734 
 
 Reform School at Petit-Bourg 739 
 
 Rural Asylum ut Cernay 747 
 
 Reform School at Petitauevilly 749 
 
 XXIX. Grxat Britain. 
 
 Philanthropic Society from 1780—1849 751 
 
 Red Hill Farm School 754 
 
 •Parkhurst Prison for Juvenile Criminals 759 
 
 Conferences on Reformatory Ediiciilion 765 
 
 ■ . '^Red Lodfee Reformatory at Bristol 785 
 
 ■ '■* ■ Hardwicke Reformatory 793 
 
 Reformatory Movement in Scotland 801 
 
 Reformatory Movement in Ireland 809 
 
 XXX. United States. 
 
 Proceedings of Convention of Managers and Superintendents of Reformatories 
 
 held in New York, May, 1837 817 
 
 XXXI. Catalogue of Books and Pamphlets on Reformatory Education and 
 
 Schools 845 
 
 XXXII. Index to Voh:mk 111. of American Journal of Education. 
 
 The Amurican Journal of Education, will continuo to be published by the 
 undersigned, under the editorial charge of Henry Uiirnard. LL. D., 
 
 T E R M S . 
 
 For a single copy, one year, (1857,) or for Volumes III. and IV., (Numbers 
 
 8,9, 10 and 11,) $3.00 
 
 l'"0R Volume III., or Nos. 8 and 9, . . 2.00 
 
 For Volume IV., numher.s lOand 11, as published, and without being a subscri- 
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 For a single Nu.mder, 1.00 
 
 VCTAll subscriptions are payable in advance. 
 
 Exchange Papers and Catalogues should be directed to Barnard's American Journal 
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 All communications, intended for or rel:iting to the contents of the Journal, should be 
 directed to the editor. All business letters to the undersigned. 
 
 Volumes I. and II., ran l)c had for $2.00 per volume, in numbers, or for $2.25, bound 
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