In 1837, Dr. Mason visited Europe, for the principal purpose of making himself personally acquainted with the best systems of teaching music in actual use abroad. In Paris, he found Wilhelm's method in use, and popular as taught in the schools of its author; but this being based entirely on those principles which Dr. Mason had, some years before, reluctantly been compelled by his convictions to abandon, and being merely a carefully prepared course of mechanical training, could lay no claim to his attention. In Wurtemberg and the northern parts of Switzerland, he became acquainted with Kübler, Gersbach, Fellenberg, and others;-Pestalozzi and Nägeli were no more. The three first named pursued, to greater or less extent, the inductive method; and, from the observation of their modes of teaching, and from personal communication with them, he became more familiar with its practical application to music and to school studies generally.

On his return from Europe, Dr. Mason had ample opportunities for carrying out the principles of inductive teaching, in extensive application to the instruction of his numerous classes; and his methods may not unjustly be mentioned as more rigorously exact and philosophically just than even those adopted in the schools abroad in which they were originally introduced. Pestalozzi himself, though fully convinced of the value of music, as a means of intellectual and moral training, was as little systematic in the practical and executive part of teaching as in other branches, and attempted nothing beyond a rudimental outline, suggestive rather than methodical, and designed to be carried out by others possessed of a more patient spirit of application, or of greater tact and skill. The suggestive views of Pestalozzi, Dr. Mason has carried further, perhaps, than any other teacher has ever done; and, through his exertions, the soundness and practicability of these views, not less than their theoretic truth, have been brought to the thorough test of daily experience in his teaching, which was gratuitously conducted, as an experiment, for one entire year, in one of the public schools of Boston, previous to its general introduction, under his personal direction, in these schools, and in the classes of the Academy. Another sphere of extensive experience of the benefits resulting from Dr. Mason's application of Pestalozzian principles to the processes of instruction, has been that of the Massachusetts Teachers' Institutes, which he has attended, as lecturer and instructor in music, from the commencement, under the direction of the Hon. Horace Mann, the first Secretary of the Massachusetts Board of Education, through the secretaryship, also, of the Rev. Dr. Sears, and, thus far, that of the present Secretary, the Hon. George S. No. 10.-[VOL. IV., No. 1.]—10.

Boutwell. In this form of teaching, Dr. Mason peculiarly excels. His long continued experience as a practical teacher, his rare tact in developing the vital principles of instruction in the simplest and happiest manner, his endless variety of illustrations, his indefatigable perseverance in tracking and exposing errors in thought or in theory, his genial and humane humor, his playful sallies of wit, his kindly sympathy with youth and childhood, his gentle yet impressive monitory hints, and occasional grave reflections, give him an indescribable power over his audience; while the perfect simplicity and strictly elementary character of his instructions evince the depths to which he has penetrated, in tracing the profoundest philosophy of teaching. Nor is his success limited to the single department which, in the sessions of the institutes, falls nominally under his special care. His wide and comprehensive views embrace the whole field of education, and all its prominent subjects. The remark was justly made by the Hon. Horace Mann, that it was well worth any young teacher's while to walk ten miles to hear a lecture of Dr. Mason; for in it he would hear a most instructive exposition of the true principles of all teaching, as well as that of instruction in music.

In 1855, the University of New York recognized the value of Dr. Mason's labors in his more immediate professional sphere, by conferring on him the honorary degree of Doctor in Music;-the first instance of such a degree being conferred by an American university; and Dr. Mason being the first American who ever received such an honor from any quarter.

Dr. Mason owes his high reputation at home and abroad to the fact that he has pursued his long and arduous career as a teacher, not merely with an unparalled success, which has justly raised him to eminence, but on broad and generous principles elevated far above all barely technical or mechanical skill, displayed in mere flexibility of voice or dexterity of finger. It is as an enlightened educator, who distinctly perceives and eloquently pleads for the value and the power of music, as an influence on human culture, that he stands prominently before his country as one of its noble benefactors. And most assuredly he has already reaped a large share of that reward of grateful feeling which future generations will yet more fully express, as the children in our common schools, and the worshipers in our churches, continue to repeat the strains of chaste melody and skillful harmony for which our whole community stands so deeply indebted to the labors of his daily life.

The services which he has rendered to the cause of education, in his instructive methods of developing the elements of all

culture, as well as of music, are deeply appreciated by the multitude of young teachers who have enjoyed the privilege of listening to his skillful expositions of theory and practice, in all their relations to the daily duties of the teacher's life. The method which he has pursued for the last twenty-five years has been of signal service in drawing out, to a degree unknown before, the proper distinction existing in the generic vocal principle of speech and song, and the relation which the two-fold form sustains to itself, in its component elements. He has been peculiarly successful in inculcating the beauty of a finished articulation in song, and that of true expression in the tones of emotion. While occupied with the claims of sound, however, he has always recognized those of number and form, as correlatives in the processes of culture. He has never pleaded the cause of music exclusively, but always set it forth in its happy influence on all other departments of mental discipline and development.

Dr. Mason's influence, through his published works, not less than his personal instructions, has been in the highest degree conducive to the cultivation of purity of taste, as an important element not only in the æsthetic relations of musical art, but in all those of high, moral culture and true elevation of character. The judgment and care with which, in this relation, his selections of school songs have been compiled, are beyond praise. He has furnished, in those unpretending little volumes, a treasury of the best simple melodies of many lands, as these have been presented by eminent masters who have condescended, (or rather risen,) to meet the heart of childhood in its thirst for song; and these beautiful strains of music he has accompanied with words which speak of nature, of life, and of God, in the purest forms of sentiment. To feel the full value of his labors in this department, we have but to glance, for a moment, at the low and degrading character of too many of our popular, and even our school songs. The noble office and mission of music, as an intended refiner and purifier of the heart, Dr. Mason has never overlooked. Well has he said,

"We fear that it is too often the case that music in school is regarded not as having any thing to do with study, but as a mere recreation or amusement. Valuable as it may be, even in this view, we feel certain that, when introduced into schools, music should be made a study, not only in itself considered, but as a correlative to all school pursuits, and occupations. Unless the pupils are made more cheerful, happy, kind, and studious, by the music lesson, it is not properly given; for these are some of the results which music was obviously designed to secure."

LIST OF PUBLICATIONS BY LOWELL MASON.

Juvenile, or School Books.

JUVENILE PSALMIST, Boston, 1829.

JUVENILE LYRE, [the first book of School Songs published in this country,]
Boston, 1830.

MANUAL OF INSTRUCTION IN THE ELEMENTS OF VOCAL MUSIC, Boston, 1834.
JUVENILE SINGING SCHOOL, Boston, 1835.

SABBATH SCHOOL SONGS, Boston, 1836.

SABBATH SCHOOL HARP, Boston, 1837.

JUVENILE SONGSTER, London, 1838.

JUVENILE MUSIC FOR SABBATH SCHOOLS, Boston, 1839.

BOSTON SCHOOL SONG BOOK, Boston, 1840.

LITTLE SONGS FOR LITTLE SINGERS, Boston, 1840.

AMERICAN SABBATH SCHOOL SINGING BOOK, Philadelphia, 1843.

SONG BOOK OF THE SCHOOL ROOM, Boston, 1845.

PRIMARY SCHOOL SONG BOOK, Boston, 1846.

THE NORMAL SINGER, [four-part Songs,] New York, 1856.

Glee Books, &c.

*THE MUSICAL LIBRARY, &c., Boston, 1835.

*THE BOSTON GLEE BOOK, Boston, 1838.

*THE ODEON, Boston, 1839.

THE GENTLEMEN'S GLEE BOOK, Boston, 1842.

*THE VOCALIST, Boston, 1844.

*THE GLEE HIVE, Boston, 1851.

Sacred and Church Music Books.

THE BOSTON HANDEL AND HAYDN COLLECTION OF CHURCH MUSIC, Boston,

1822.

THE CHOIR, OR UNION COLLECTION, Boston, 1833.

THE BOSTON ACADEMY COLLECTION, Boston, 1836.

LYRA SACRA, Boston, 1837.

OCCASIONAL PSALMODY, Boston, 1837.

SONGS OF ASAPH, Boston, 1838.

BOSTON ANTHEM BOOK, Boston, 1839.

THE SERAPH, Boston, 1838.

THE MODERN PSALMIST, Boston, 1839.

THE CARMINA SACRA, Boston, 1841.

THE BOSTON ACADEMY COLLECTION OF CHORUSES, Boston, 1844.

*THE PSALTERY, Boston, 1845.

THE NATIONAL PSALMIST, Boston, 1848.

*CANTICA LAUDIS, Boston, 1850.

*THE BOSTON CHORUS BOOK, Boston, 1851.

THE NEW CARMINA SACRA, Boston, 1852.

THE HOME BOOK OF PSALMODY, London, 1852.

THE HALLELUJAH, New York, 1854.

Many smaller works and single pieces are not included in the above.

* Published in connection with Mr. George James Webb.

VII. HISTORY OF THE SCIENCE AND ART OF EDUCATION.

BY KARL VON RAUMER.

IN no department of literature is the English Language, as compared with the German or French, so deficient, as in the History, Biography, Science and Art of Education. To supply this deficiency is one of the cardinal objects of this Journal, and in addition to independent treatises on the history and condition of systems and institutions of education in different countries, we propose to give a living interest to the discussion of principles and methods of instruction which have prevailed at different times in the same country, by a series of biographies of eminent teachers, educators, and promoters of education. In these sketches we shall draw largely on the "History of Pedagogics" by Karl von Raumer, a standard work in the educational literature of Germany.

KARL VON RAUMER, was born at Worlitz, in the duchy of Anhalt-Dessau, on the 9th of April, 1783. Until his fourteenth year, he was under private instruction at home; was then, with his brother, (Frederic, the present Minister of Public Instruction in Prussia,) placed at the Joachimsthal Gymnasium at Berlin; in 1801, went thence to the university of Göttingen to study law; in 1803, to Halle, to attend the lectures of Wolf and Steffens, and in 1805, to Freiberg, where he devoted himself to mineralogy and geology under Werner. After exploring the mountain chains in Germany and France, he went to Paris, in the autumn of 1808 to prosecute his geological studies, where a change in his plans of life occurred, which he thus describes in a chapter of his published lectures on education:

"At Paris my views and intentions in regard to the future occupation of my life underwent a great change, which was brought about by two different causes. For one thing, I had learnt by my own experience how little a single individual is able to accomplish for the science of mineralogy, even if he goes to work with the best will and the most toilsome industry; that it required, much more, the united, intelligent and persevering labors of many, in order to pass from a mere belief in the laws of mineralogy to an actual perception of their operation in mountain chains. I thus became convinced that we ought not to work for science as individuals, but that we should, after passing through our own apprenticeship, instruct others and train them for the pursuit of science. How much more useful is it, thought I, to produce one new workman than one

*Geschichte der Pädagogik vom Wiederaufblüken klassischer studien bis aus unsere zeit Stuttgart, 1847. 3 vols.