general features of this system and a particular account of its application to the French language and the considerable improvements made in it by Professor Bolmar. Mr Walker has applied the system of Du Marsais and Bolmar, in its most improved form, to the Latin language and the able and faithful manner in which he has prepared the elementary work before u-, augurs well to the future progress of the system.

The New Latin Reader' comprises

1. A well digested series of short and familiar sentences arranged with reference to their syntactical form.

2. The Historiæ Sacræ ' of De L'Homme.

Each of these three parts is first inserted in the volume in the manner described on the title page, viz. the text with a literal and free translation; intended to be used in learning the lesson. In the latter part of the volume the pure text is given for the purpose of recitation. Thus the pupil is furnished with the most efficient aid in order to learn his lesson; but he is required to translate it at recitation, both freely and literally without any thing before him but the Latin text. He has every possible assistance towards learning his lesson; but he must learn it.

As it respects the method of instruction proposed in the 'Reader' and the advantages of the new system as applied to the Latin, it is but justice, however, to allow Mr Walker to speak for himself. Concerning the system, in his preface, he

says

The merits which it claims are these.

1. It gives the pupil an exact knowledge of the literal meaning of each root in the original.

2. By means of the prepositions and auxiliaries, it gives the meaning of each root as modified by inflexion.

3. It gives a translation of phrases or idioms, by which the true import of the original, and the difference of the idioms are learned with precision.

4. The Latin words are arranged after the English order in the Key:

5. The pupil is required to recite from the pure Latin text, and is therefore obliged to prepare his lessons with care and diligence, and to compare together the Latin and English arrangements of words.' pp. 3, 4.

view of Euvres de Du Marsais, Bolmar's Perrin's Fables, and Bolmar's Telemachus.

The method of instruction he thus describes.

'The pupil begins to translate and to study Latin Grammar at the same time. He is directed to study for each recitation, a small lesson in Grammar, and, by the aid of the Key, to prepare for translation a suitable portion of the Latin text. To assist him in learning to spell the Latin words and to remember their meaning, he is required to transcribe into a small copy book as much of the lesson as possible, writing first a Latin word, then its meaning in English, and so on. The Instructer examines the copy book from time to time to see that it is faithfully executed.

'At recitation, the pupil is examined in the Latin Grammarthen he reads the pure Latin text with attention to pronunciation then gives a literal translation of each word of the original, in the order of the Key-then gives a translation of the phrases and idioms, also prepared from the Key.

Observe that the pupil always recites from the pure Latin text, and uses the Key only in preparing his lessons.

'After the pupil has in this manner gone through the Grammar and perhaps half way through the Latin Reader, he is to have frequent exercises in the inflexions of nouns, adjectives, and verbs, to be prepared from the Grammar by the aid of a Dictionary or Vocabulary. Before he has finished the Latin Reader, he will be prepared for exercises in the application of the rules of syntax.'-p. 4.

We regard the method of studying Latin proposed by Mr. Walker as very decidedly superior to the prevailing one. It is recommended by philosophy as well as by common sense. It is a mode of instruction calculated to interest the youngest class of learners instead of perplexing and fatiguing them in the manner of the ancient method. It is particularly suited to the purposes of maternal instruction and to the use of those advanced beyond the period of childhood, who may wish to instruct themselves. Lastly, it is admirably calculated for the purposes of monitorial instruction.

We have already so fully borne testimony to the general merits of the system and to the faithful execution of this work in particular, that it is scarcely necessary to add a cordial recommendation of Mr Walker's book, to teachers and parents throughout our country.

ART. VII-Education in Cuba.

[The following information regarding the state of education in the island of Cuba, is furnished by one who has enjoyed opportunities of actual observation, and who takes a deep interest in whatever relates to the improvement of instruction. The facts mentioned in the subsequent paragraphs are in themselves important; but they will be peculiarly gratifying to those of our readers who were not aware that public education was a privilege so valuable or so generally accessible in that quarter of the world, as it seems, from this account, to be.]

THE subject of education has, for some time past, been receiving increased attention from the government and the more respectable class of citizens in Cuba. The Royal Patriotic Society of the Havana' has for some years exerted a most beneficial influence in affording to the citizens of that metropolis the means of instruction in the liberal sciences; while the Bishop of Havana and several other learned ecclesiastics have entered most zealously into the cause of popular education. Parish schools have recently been erected in many of the towns and villages in the interior of the island, where reading and writing were formerly rare accomplishments. These schools are usually under the immediate direction of the inferior clergy; and the solicitude manifested by the parents to avail themselves of the advantages for instruction which they offer, affords a pleasing presage of the intellectual advancement of the rising generation.

The most important institution for public instruction which the island boasts, is undoubtedly that which is styled El Real Colegio Seminario de San Carlos,' in Havana.

The College is situated in the rear of the beautiful cathedral where the remains of Columbus are deposited. It is a large quadrangle with a court in the centre, surrounded by open balconies, which are supported by arcades. The professors' rooms and the halls, for lectures and recitations, open into these balconies. The building is of stone, two stories high, and in the massive style of architecture which usually prevails in Spanish cities.

There are seven professors attached to the College; two of the Latin language, one of Jurisprudence, one of Natural Philosophy, one of Mathematics, and two of Theology.

The Latin Classes contain 130 students.

The Class in Jurisprudence 250.

The Class in Philosophy and the Natural Sciences 210. The Classes in Mathematics and Theology are comparatively small.

The hours of attendance are from seven o'clock till nine in the morning, and from three till five in the afternoon. Nearly all the scholars reside with their parents or guardians in the city, and the younger classes in Latiu are required to prepare the greater part of their exercises at home. In these classes, monitorial instruction is used to a certain extent.

In the higher branches, instruction is communicated principally by lectures, with frequent examination of the students; all of whom take notes of the lectures, and consult the authorities to which they are referred by the lecturer, as well as the text book, which serves as the basis of the lectures. The practice of learning a lesson by rote from the text book, and repeating it to the Professor is unknown in these classes.

Of the whole number of students, only thirtyeight board in the college. Of these, twentyfour are charity scholars, who are nominated by the Bishop, the most munificent patron of the College. The remaining twelve pay two hundred and fifty dollars per annum for their board. The whole number of students receive instruction gratis. So that this College, so admirably suited for instruction in the highest branches of learning taught in the country, is, to all intents and purposes, a free seminary. The humblest citizen of Havana may secure its advantages for his sons.

The public examinations of the students, which take place frequently, are conducted in a manner calculated to keep alive the interest of the citizens in the institution, at the same time that it cannot fail to elicit the best exertions of the students.

A professor issues a small printed pamphlet, announcing that he will, on certain days, generally three or four days in succession, publicly examine a number of the students of his class on certain propositions and principles of the science taught by him, a synopsis of which is contained in the pamphlet.

On the day specified, the large quadrangular court in the centre of the College building is prepared for the reception of company; a band of music is in attendance; the apparatus for philosophical and chemical experiments is brought out, if those sciences are to be treated of; and the balconies and arcades of the College are, at an early hour, crowded with the parents

of students and other friends of the college, and a numerous collection of foreigners and strangers.

In the presence of this brilliant assemblage of nobility, talent, and fashion, the young gentlemen of the College are required to pass an examination in the given science, without any notes of their own; and if it should be one of the natural sciences, they must themselves perform experiments, and lecture extempore, on the principles which those experiments illustrate. The delivery of speeches, committed to memory, forms no part of the exercises on these occasions.

It is a most auspicious circumstance for the future prosperity of this excellent institution that it has recently been placed under the direction of Don Justo Velez, a gentleman, who is admirably fitted for the station which he occupies, as well by his learning and talents as by his extensive observation of the seminaries of learning in Europe and the United States. To his exalted character and pleasing manners, many of the friends of science in this country, as well as in Cuba, can bear testimony.

ART. VIII-A Lesson in Botany.

In addition to the remarks in the last number of the Journal, we give the following as an example of the method employed by the writer in teaching a class of a dozen girls from eight to twelve years of age.

A lesson is first recited from the Child's Botany, a book, which has few equals in interest or instruction to young scholars. This lesson is short, that the mind may not be confused with too many ideas; but is required to be thoroughly committed. As the recitation goes on, every scientific term under it is familiarly explained, and additional illustrations are given from the plants with which the class are already acquainted.

A specimen is then taken up, say the scarlet Pimfernel, (Anagallis Arvensis,) and we proceed, this way.-Teacher. How many stamens do you find in this flower ?

Pupil. Five.

T. It is therefore of what class ?

P. Of the fifth class, called Pentandria; and of the first order, because it has but one pistil.