grant funds for the support of the schools. And in 1812-13, in the instructions he gave to the rectors of the academy, he recommended that the brothers should be preferred to all other candidates. The revolution of 1830 gave them a check, but they have increased nevertheless in numbers and reputation; and in 1842 they had in France alone 550 schools, and 148,746 scholars. Of this number, it may be noticed, nearly 7,000 are adults; for this is a new feature, that to meet the necessities of the times-they have lately introduced into their schools. Many evening schools for adults have been founded, not only in Paris, but throughout the provinces; but those in Paris deserve particular notice. In that city there are 30 classes, affording instruction to 2,184 operatives, from seventeen to forty years of age, besides apprentices, who cannot be admitted with the operatives from eight to ten at night, but are attended to from five to seven, after the dismissal of the children of the evening. They receive support and countenance from the government, who in turn reap the fruit of their exertions; for when the lower orders of Paris have banded together for revolutionary purposes, and paraded the streets of the metropolis in tumultuous mobs, not one member, it was observed, of these adult schools took any part in the insurrectionary movement.

If we seek to inquire the cause of the success which the Christian Brothers have met with, we must attribute it partly to the experience in methods of tuition, which they have accumulated in the course of so many years, and a digest of which is in the possession of every member; but a deeper reason is to be found in the religious character of their calling, and their steadfast view of it. To borrow the words of one of their superiors," What in effect is a Christian master, charged with the education of youth? He is a man in whose hand Jesus Christ has placed a certain number of children, whom he has redeemed with his precious blood; in whom he dwells, as in his own house and temple, and regards as his members, brothers, and co-heirs, who will reign with him and glorify God through him for all eternity. And for what end has he confided them to him? Is it merely to make them good writers, expert mathematicians, or scholars? Who would dare to say or even think it? He has confided them to him, to preserve in them the precious character of innocence which he has imprinted on their souls by baptism; in a word, to make them true Christians.'

"

To Sunday school teachers, of course, these words apply in all their force; and so do some other remarks, which I will extract from their books, and which will illustrate the character of their instruction.

It is a general principle, that love is gained by love. A master ought then to entertain for his scholars the sentiments of a father, considering himself as holding the place of a parent in their regard, and therefore bound to treat them with feelings of paternal kindness and tenderness." (P. 42.)*

"Before you undertake to instruct, advise, admonish, or correct, you should elevate your heart in humble supplication to the Father of lights and mercies, that He would direct your tongue, and cause your words to penetrate the hearts of your hearers." (P. 99.)

"Children learn more by the eyes than the ears; let them always see you recollected at prayer, during which your appearance should never be such as would cause them to doubt whether you were addressing God or

* "The Christian Teacher," 24mo. pp. 202, Dublin, 1846; a little Manual which deserves to be in the hands of every instructor of youth.

not. In class let your assiduity inspire them with diligence, and teach them to respect what appertains to God, by the reverential manner in which you speak of it." (Ibid.)

"If the catechist speaks drily and coldly of the mysteries of religion, as of things indifferent; if he shows a weariness or dislike; if he is impatient or out of humour; if he lets fall a word or a gesture unworthy his character, there is no great fruit to be hoped from his instruction. Children, before they understand their mother tongue, understand the language of the eye, the tone, the countenance. They can see very well whether you are in earnest. If you desire to inspire them with the fear and love of God, you must appear to them penetrated with these things; and to ap. pear so, you must be so." (P. 173-4.)

"But you should be careful not to preach to the children, which they will not attend to; the better way is to take advantage of any occasional opportunity for a pious remark, and the more undesigned it is the better. A tragical event has occurred in the city, or is reported in the public prints, make an observation on the judgments of God-taking care not to insult the misfortune or memory of any person. One of the scholars dies, or is seized with a dangerous illness; on hearing it, say 'How necessary to be always prepared for death.' Another is drowned! Oh, if that were to happen to any one here in the state of mortal sin.' Allusion is made to heathenism and the superstition of the pagans; How thankful we should be to God that we are instructed in the knowledge of the true religion,' and the like." (P. 104.)

Incidental remarks of this kind make more impression than many set exhortations.

Some teachers complain that they have no authority over their children. "It is neither age, nor stature, nor tone of voice, nor threats, which command authority, but the character of a mind always even, firm, moderate, and master of itself, which has no other guide but reason, and never acts upon caprice or passion."

"Never use authority upon trifling occasions." (P. 51.)

"Punishments themselves correct less than the manner of inflicting them." (P. 49.)

"Endeavour to inspire the children with remorse and shame for their faults rather than with fear of punishment." (P. 55.)

"When you perceive a scholar out of humour and likely to grow stubborn, drive him not to extremity, but call him aside and make him sensible of the impropriety of his conduct." (P. 95.)

"When a fault has been committed, charge not (p. 45) the school in general with it, but endeavour to discover the authors, and if you cannot do so with certainty as to their identity, it is better to dissemble." (P. 92.)

"Children are but children; and though one cannot divine the cause, there are days on which they are unusually volatile and untractable. On such occasions get them to be as serious as possible, without having recourse to severity, which would then be unreasonable, and be afterwards to you a source of regret." (P. 92.)

"Be very guarded against bitter or peevish expressions. These the scholars scarcely ever fail to relate to their parents to prejudice them against the teacher, and to justify their own dislike to him and the school." (P. 63.).

"The most hopeful pupils are those who possess but moderate abilities; the talented, however, are, from vanity or interest, often better attended to

than this useful class; and from ill humour or impatience at their slowness, the dull and heavy are left unheeded."(P. 107.) hA

"When your former scholars come to visit you, let not the conversation be too serious, but let it refer to piety. Inquire, how they employ their time, what books they read, whether they go to church, &c. If they dislike this sort of entertainment, they will come but rarely, and you will not lose your time." (P. 107.)

These extracts will give you an idea of what the Christian Brothers aim at in their schools; there is much, you will agree, to t to be learnt from them; they apply exactly to ourselves: and, unless we form ourselves upon such principles, our instructions will be far less effective than theirs. 2017kou z

The notice that they have lately had in parliament makes it probable that their establishments will be multiplied in this country, and there are already three of them in London, one in Tudor Place, Tottenham Court Road, one in High Street, Marylebone, and one at Wapping. to poiso I was able last week to visit the former one; and we received the most obliging attention from the Director, who was at the door speaking to the father of a lad who had not learnt the tasks set him over night. He was dressed in a long black gown and ecclesiastical close cap He led us into the upper school containing about 150 boys, whom he managed, assisted by an under master; the lower school, of about the same number of chil dren, being under the care of a third Brothers The boys were at their desks, and I found the elder occupied with sums in mensuration doccasionally, the Brother said, some remaining long enough to learn algebra and trigonometry. Each boy had his No. by which he took his place at the desk, and the same Nos. were painted at intervals round the room, so that when they formed themselves in classes against the wall, each took his place opposite or under his No. ; the books of each class being packed into a box fastened above. The books were mostly an educational course of their own, carefully arranged; they had also, I noticed, Reeves' History of the Bible. For the use of these all the children paid a weekly penny, but upon entering the school, they have to buy some books, from which they learn tasks at home, the tasks being repeated every morning at school to the monitor, who notes the number of mistakes on a slate for the inspection of the Director. What struck me very much, was the preci sion and quietness of all their school operations. The Director never raised his voice to give an order, but called attention by a click on a wooden call he held in his hand, and then gave directions by manual signs, to which he sometimes added an audible whisper, and it seemed to be a rules that no voice should be raised above a whisper. I saw them fall into classes for reading and ciphering; there being never more than eight in a class, with two sets of monitors who thus were able to employ themselves alternately at their desks. The Director went round with me from class to class superintending their operations. He had to scold sometimes, and it brought tears into the eyes at once. He never did more than scold, though I saw a leathern strap lying about, which I suppose was meant for use sometimes. But the general tone of affection between the Brothers and their pupils was very noticeable. The Director spoke to each child by his christian name, and upon my remarking it, “Yes, sir, it brings out their good feelings; when we see them misbehaving, we use their surname. The monitors seemed to imbibe the same kind-hearted tone, and I did not observe one dictatorial jack-in-office among them all." They see, Sir, that we live for nothing but love of them and their good." I enquired whether they had any Protestant children in their school, and he

}

1

said "Yes, many;" and that the parents forced them upon them for the sake of their tuition. All were submitted to the same rule all were assembled on Sunday, and went together to chapel. But they did not keep a Sunday school or an evening school... 1 C. F. S.

A PAPER READ AT A MEETING OF THE CHURCH SCHOOLMASTERS' ASSOCIATION.

In treating of this subject, I purpose, first, to consider the rise and progress of the defect; secondly, to point out a few of the difficulties and inconveniences which a stammering person has to contend with; thirdly, to show who is the fittest person to remedy the defect; and, lastly, the method of cure.

101

Firstly, I believe those to be mistaken who suppose, that any person is born a stammerer; in other words, that there is any malformation of the throat or other organs of articulation in any newly born infant, which will cause it to stammer as soon as it begins to speak. Of course I allude not to defective palates, hare lips, a shortness of the frænum of the tongue, or such other organic imperfections as would prevent the child from speaking plainly. I allude to stuttering only; and I believe I may venture to as sert, that in every case stammering is a habit, contracted either by the child being suffered to speak ing a careless manner, before it had well made up its mind what it was about to say; repeating the same letter or syllable several times unchecked by its parents; imitating a playmate or perhaps an adult neighbour; or, which I believe to be frequently the case with children of quick parts, their ideas flowing faster than they can give them utterance, they attempt to speak so as to give the whole idea at once, and thrust out several syllables at a single enunciation ;-this practice being likewise either overlooked or unchecked, the habit is confirmed, and the child becomes a stammerer.

I need not occupy much of your time in enumerating the difficulties a stammering person has to contend with in his path through life; certain it is, they meet him at every turn. Does he seek employment? He is met with a short You won't suit me; why, you can't speak." Is he of a social turn? An animated discussion arises on a subject, which is interesting to him, and in which his previous knowledge qualifies him to bear a part. He would be glad to give his opinion, but ere he can articulate a syllable, another has commenced speaking-his opportunity is lost; and the impression is, left on the minds of his associates, that he is deficient in intelligence, when, perhaps, could he have given his ideas utterance, he might have been the star of the circle. Does he seek the consolations of friendship? Here, again, his inability to maintain a conversation with pleasure to himself or his friend, is an obstacle: his companion, tired of having all the talk to himself, seeks one who can exchange thoughts with him. The result is, that the poor fellow becomes timid and exceedingly nervous, and this but increases the difficulty; for though, while cool and collected, he may get on tolerably well, yet the knowledge of his infirmity being constantly on his mind, as soon as he attempts to speak to, or amongst, strangers, more especially to a superior, or to one whose good word or good opinion he is anxious to obtain, (pehaps his future prospects, nay even his next meal, may depend upon that good word), he attempts to speak; his heart beats; his face, his limbs, his whole muscular system

is convulsed. He sees, he feels, that he is producing an unfavourable impression, and this still further increases his confusion and inability to arti culate.

To rescue a fellow creature from mental sufferings like these, can any christian man grudge to lend a helping hand? And this leads me to the third division of my subject, namely,-Who is the best adapted for curing this infirmity ?

We frequently see an advertisement in the papers, recommending a surgical operation on the throat for the cure of stammering. What this operation may be, I know not, but would certainly not advise any one to submit to it; since, if stammering be not an organic defect, it must do harm. But we also see advertisements of another character, in which stammering is professed to be cured, not by an operation, but by the application of some secret, which the advertiser, and no one else, has discovered. What this secret is may be told in one word,—it is schooling; and I have reason to believe, that in very many instances they are successful, their failures arising from the same cause that prevents us from turning every pupil out a good scholar, namely, having some dunces to deal with. Schooling, then, being the means adopted by those who make a trade of it- what is to hinder us from performing cures in the same way? Why may not every school become a kind of hospital for the cure of defective utterance; and the schoolmaster the house-surgeon? I am well aware, that in a national school there is quite enough to do with the ordinary duties of the day, without bringing extra work upon the master. But when we think of the miseries that will attend on our little stammerer in after-life, and reflect that by a little labour bestowed on him now, we might rescue him from them; and that if we could succeed in making him speak plainly, he might, to use a selfish argument, become one of the greatest ornaments of our schools,-for stammerers are generally boys of quick parts, that very quickness being in many instances the cause of their imperfection,surely we should not think that labour bestowed in vain.

We are told that Demosthenes, though ambitious of becoming an orator, had an impediment in his speech, and, as an almost necessary consequence, was also exceedingly nervous. In order to habituate himself to the tumultuous noise of a popular assembly, he was wont to declaim to the waves on the sea shore, while to cure his defective articulation, he placed smooth peebles under his tongue; and by perseverance in these two methods, he completely succeeded in removing both the defects, and became, as we all know, the greatest orator of his time. This was schooling. Now if we watch a stammerer, we shall perceive that, in most cases, the tongue is kept close down in the cavity of the lower jaw, and it is not until it is released from this position, that he is able to speak. One of the effects of the tongue being so placed, is the partial closure of the glottis, of which we shall speak by and by. The placing of stones under the tongue prevents that organ from assuming this position, and hence the success of Demosthenes. A piece of Indian rubber would do better than pebbles, being more elastic.

But other organs are essential to enunciation and articulation, besides the tongue, namely, the throat, the palate, the jaws, the lips, the gums and the teeth. What we have to do, in order to effect a cure, is to bring those organs under the control of the will, that the patient may acquire dexterity in the use of them, so as to make them subservient to the power of speech.

The throat, including the uvula, which is the valve that closes the wind