There are four other public kindergärten in the city. Elsewhere public crêches are very rare. Tuition and board, at Keilhan, (institution of Mesdames Froebel and Middendorf for young ladies,) one hundred thalers for six months, one hundred and eighty for a year. GRAND DUCHY OF HESSE. NORMAL SCHOOL FOR JEWISH TEACHERS.-An association has just been formed for erecting a Jewish normal school. ITEMS. THE NINTH GENERAL ASSEMBLY OF GERMAN TEACHERS, convened this year in Frankfort, on the 3d, 4th, and 5th of June, was attended by 422 teachers, 212 of whom were from Frankfort, and most of the rest from the neighboring states; the two Hesse, 83; Nassau, 50; Baden, 9; Bavaria, 9; Austria, 4; Saxony, 1; Wurtemberg, 6; Thuringia, (the Saxon duchies,) 12; Waldeck, 4; Hanover, 1; Brunswick, 2; Oldenburg, 2; Coethen, 1; Lübeck, 2; Hamburg, 4; and 13 from places in Germany not named. There were also in attendance, 1 from England, 2 from France, 1 from Switzerland, and 1 from Sweden. Lanekhard of Weimar, the editor of the "Reform," (the new educational quarterly,) was in the chair. A discourse of Director Frohlich of Berne, on the homesickness of Germans in Switzerland, on their educational propaganda, and on the institutions of learning in that country, seems to have excited the greatest and most general interest. Lanekhard also spoke on instruction in drawing. No debates. Next year the assembly will convene in Weimar. SCARCITY OF TEACHERS.-In Kiel, (Holstein,) teachers for the common schools are in such demand, that pupils in the "preparanden," (preparing for admission to the teachers' seminaries,) are employed. In the district of Potsdam, (Prussia, the school authorities have been compelled, from the scarcity of teachers, to arrange a half-yearly seminary course for young men from 19 to 30 years of age. In some of the cantons of Switzerland, upwards of one hundred teachers have abandoned their schools for other vocations, on account of insufficient salaries. DAILY AND YEARLY EXPENSES OF A SCHOOLMASTER.-The German School. Gazette gives the following items of the expenses of a German schoolmaster, father of three little children, with a fixed income of $135.00, (180 thalers, besides a house, (with three rooms,) and a small additional income as sexton: EXPENSES IN ETON COLLEGE IN 1560. IN ACCOUNT OF THE EXPENSES OF THE TWO BROTHERS, MR. HENRY AND MR. WILLIAM CAVENDISH, SONS OF SIR WILLIAM CAVENDISH, OF CHATSWORTH, KNIGHT, AT ETON COLLEGE, BEGINNING OCTOBER 21ST, 2D ELIZ ABETH, 1560. (From a contemporary manuscript.) The following curious document, illustrative of the manners as well as of the schoolboy expenses of the time, is taken from the Retrospective Review, vol. xvi., p. 149. Mondaie the xxist of October. In primis bread and beare. Boylid mutton and pottage One lytull chekyn. . It. for fyre mornyng and evening in ther chamber ther Apud cenam duo filii Fraunc. Knolles milit. ibi fuerunt. It. for Thomas Folow dynner at the inne the same day. It. the Frydaie the xxvt of the same på for eight yardes black fryse at It. for the making of the same ii gownes It. the xxvii day for ii qwere whyte paper It. rec. from M. Fletwod ii yardes fryseado at viiis. the yard. iiiid. iiiid. xiiis. xvid. viiid. It. p for iiii yardes black cotton at viiid. the yard iis. viiid. It. for the makyng of ii fryseado coates. xxd. It. for iiii duss. buttons to y° coates xvid. It. for iii yardes jane fustion. iiis. It. for canvas to lyne the bodyes viiid. It. for iii yardes cotten to lyne the same dubletts . iis. It. for sylk to styche the same dubletts and makyng lowpes for the holes It. for one oz. di. [1 ounce] sylk to styche the same hose iis. vid. It. for makyng the same hosen. It. pd for ii combes to my masters It. for a breykfast for the cumpanye of formes in the scole according to the use of the scole. iiis. iiiid. iid. vid. It. the xxix for ii payr showes for Mr. Henry and Mr. Wm. agaynst All It. geven to a man to see bayre bayting and a camell in the colledge, as other schollers dyd It. the xvi' day of November på for carryage of the chamber stuff from It. to an old woman for swepyng and makyng cleane the chamber It. pd the same day for one qwere whyte paper It. the xxiiii' day of November pd for iii pound cotten candell It. pd for eyght claspes and holders of ireons for my m' feld bedde It. the xvt day of December for ii pond candell. It. the xx day of December for ii qwere whyte papur for the gentlemen to write uppon It. p for ii payr showes for Mr. Henry and Mr. Wm. Canvendysh agaynst It. pd the xxi' of December for a cople say gyrdells It. p to my oste Hyll for iiii wekes bord of Mr. Henry and Mr. WTM. It. for quarterydge in penne and ynke, brome and byrche It. pd the xx of Januarie for ii pond candell It. p the xxvii' day of Januarie for ii payr showes for Mr. Henry and It. pd the xv day of Februarie for one pond candell vid. vid. xvid. iiiid. iiid. It. pd for di. elne [half an ell] fyne holland to mend the gentlemen sherts w xiid. It. for di. elne course Holland to be lyning for ther collers. ixd. It. for the woman's paynes in doyng the same eyght sherts It. p for ii payr knytte hose for Mr. Henry and Mr. Wm. Cavendysh xxd. xvid. It. for ii duss. threde poynts for them. vid. It. p the last day of M'che for quarterydge, viz. byrche, brome, and ynke vid. vid. iiid. id. It. pd the xviiit of May for ii payr showes agaynst Wytsontyde for Mr. It. pd the vit day of June for sawlyng of one of Mr. Henry's showes It. pd for one qwere whyte papur the xii' of June It. p the xxiii of June for Mr. Henry and Mr. Wm. ther quartorrydge, viz. byrch, brome, and potaticio, also lyght It. pd to my oste Hyll, for one quarter comens endyng the xxiid of May xiiis. iiiid. It. pd for my lytul masters washeng for the same quarter It. pd to the bursers of Eyton College for one quarter bord dew at the anunciation of our Lady last. iiili. xiis. It. pd for one gyrdell to Mr. W. Cavendysh the iiiit of Julye It. pd for ii payr showes for Mr. Henry and Mr. Wm. his brother the xxvit of Julye It. p for a Tullies Attycum for Mr. W". It. p for one quere whyte papur It. pd the xxviiit of September for one lb. candell iid. xvid. iiid. iiiid. iid. ob. It. pd for payr of showes for M. Henry and Mr. Wm. his brother at Mychalmas xvid. It. for ther quarterydge in penne, ynke, byrche, and brome It. p the xx day of October for ii bunches of wax lyghts It. pd xxiii of November for the bord of M. Henry and M'. WTM. and ther man for one moneth bord It. to a carter to carry the stuff to the watersyde. It. to Frenche of Wyndsore for carryeng the stuff to London XVII. CONTRIBUTIONS TO THE LITERATURE OF EDUCATION. SCIENCE AND RELIGION. A Sermon delivered in Albany during the session of the American Association for the Advancement of Science, by Mark Hopkins, D. D. Albany. 1856. 52 pages. RELIGIOUS BEARINGS OF MAN'S CREATION. A Discourse delivered in Albany during the session of the American Association for the Advancement of Science, by Edward Hitchcock, D. D., LL. D. 35 pages. RELATIONS OF SCIENCE AND RELIGION. A Discourse delivered in Albany during the session of the American Association for the Advancement of Science, by Rt. Rev. J. H. Hopkins, D. D., LL. D. Albany. 1856. 30 pages. HANDS: BRAIN: HEART. An Address delivered before the Mass. Charitable Mechanics Association, on occasion of the Eighth Exhibition, Sept. 24, 1856, by Rev. F. D. Huntington, D. D. Boston. 1856. 35 pages. TRUANCY AND ABSENTEEISM. A Special Report of the Commissioner of Public Schools on Truancy and Absenteeism in Rhode Island, made by order of the General Assembly at its May session, Providence, 1856. 28 pages. LIBERAL EDUCATION. An Address delivered before the Union Liter ry and Philalethean Societies of Hanover College, at the Annual Commencement, August, 1856, by James C. Moffat. Philadelphia. 1857. 24 pages. THE WEST: ITS CULTURE AND ITS COLLEGES. An Oration delivered at the Annual Commencement of Iowa College, Davenport, Iowa, July, 1855, by George F. Magoun. Davenport. 1855. 34 pages. RELIGION AND EDUCATION. An Oration delivered at the Commencement of Iowa College, Davenport, Iowa, 1856, by the Rt. Rev. Truman M. Post, D.D., of St. Louis. Davenport. 1856. 27 pages. SOCIETY AND RELIGION. A Sermon for California, delivered on Sabbath evening, July 6, 1856, at the installation of Rev. E. S. Lacy, as Pastor of the First Congregational Church, San Francisco, by Horace Bushnell, D. D. Hartford L. E. Hunt. 1856. 32 pages. INAUGURATION OF THE DUDLEY OBSERVATORY, at Albany, August 28, 1856 139 pages. Albany. 1856. PROCEEDINGS AT THE RECEPTION AND DINNER IN HONOR OF GEORGE PEABODY, ESQ., of London, by the citizens of the old town of Danvers, Oct. 9. 1856; to which is appended an Address by Hon. Rufus Choate at the Dedication of the Peabody Institute, with the exercises, at the laying of the Corner Stone. Boston. 1856. 195 pages. DOES THE COMMON SCHOOL SYSTEM PREVENT CRIME? Newark. 1856. 20 pages. THE TEACHER. Moral Influences employed in the Instruction and Government of the Young. A new and revised edition. By Jacob Abbott. New York: Harper & Brothers. 1856. 353 pages. DEMANDS OF THE AGE ON COLLEGES. Speech delivered by Hon. Horace Mann, President of Antioch College, before the Christian Convention, October 8, 1854. New York: Fowler & Wells. 1857. THE MEANS AND ENDS OF UNIVERSAL EDUCATION. By Ira Mayhew. New York: A. L. Barnes & Co. 1857. 468 pages. COLLEGE EDUCATION AND SELF EDUCATION. ▲ Lecture delivered in University College, London, introductory to the Session of the Faculty of Arts and Laws. By David Masson, Professor of Literaure, University College, London. Scope of Education.-The business of education, in its widest sense, is co-extensive with a man's life: that it begins with the first moment of life, and ends with the last; and, that it goes on not alone in buildings like that in which we are now assembled, but in every combination of place, company, and circumstance, in which a man may voluntarily station himself, or into which he may be casually thrust. I will here understand education as a process extending only over that preparatory period of life which, with young men, may be supposed to close about the twentieth or twenty-fifth year. And, I will also understand the word as referring chiefly to those means, whether organized or casual, by which, during that period of life, knowledge is acquired and accumulated. The School of the Family.-The first school in which a man is bound to learn, and in which every man does, in spite of himself, learn more or less, is the school of his own ancestry, parentage, and kindred. There is no man, however strong his character, and however migratory his life, in whose mature manner of thought there are not traces of impressions produced on him by the family faces amid which he first opened his eyes, the family joys or griefs with which his childhood laughed or sobbed, the family stories and traditions to which his childhood listened. Happy they to whom this has been a kindly school; the homes of whose infancy have been homes of peace, order, and courtesy; over whose early years just fatherly authority and careful motherly gentleness have watched; in whose experience there has been no contradiction between the sense of right and the ties of blood; and who can look back upon progenitors, remembered for probity, courage, and good citizenship, and round among living kinsmen well placed and well respected in the world. This is not the common notion of pedigree. That man were, indeed, little better than a liar who, counting high historic names among his ancestors, should pretend to be careless of the fact; but, the kind of pedigree of which we speak is to be found in the humblest lineage of the land; and, at this hour, over broad Britain, there are, as we all know, families neither rich nor noble, to have sprung from which, and to have been nursed on their unrecorded fireside legends, would, for the purposes of real outfit in life, be better than to have been born in a castle and had the blood of all the Plantagenets. And yet, on the other hand, even those,—and they are many, to whom this school of family and kindred has been a hard school, may there, also, have received many a powerful and useful lesson. Men do learn very variously; and there is an education of revolt and reaction, as well as of acquiescence and imitation. The training received in the school of family and kindred may not have been a genial or promising one; it may not be from the past in his own lineage that one can derive any direct stimulus or inspiration; the home of the early education may have been one of penury, chill, and contention; a veritable picture of a household, with its household gods broken; and yet, even so, the culture may have been great and varied,-albeit, sometimes, a culture of strength at the expense of symmetry. The School of Locality.—I have always felt disposed to attach a peculiar |