"C'est dans les classes supérieures, au milieu des études classiques, qu'il faut placer l'enseignement de l'histoire ancienne, hérissée de tant de difficultés ; tandis que l'histoire moderne, et surtout l'histoire nationale, conviennent aux classes inférieures, par la raison qu'elles sont à la fois et plus faciles et plus nécessaires. Chez nous l'inverse a lieu : nous voulons imiter la marche même de l'esprit humain. Mais, comme beaucoup d'enfants ne vont pas au delà de la quatrième, il arrive qu'ils sortent du collège sachant fort mal l'histoire ancienne, dont ils n'ont que faire et pas du tout l'histoire nationale, qui leur est indispensable et qu'ils pouvaient apprendre facilement."-V. COUSIN. Instruction publique en Allemagne. Lettre Première. De "Au risque d'essuyer quelques fines plaisanteries de la part de ceux qui rejettent d'avance tout ce qui ne ressemble pas à ce qu'ils connaissent, oserais-je proposer ici une manière d'enseigner l'histoire, dont j'ai déjà touché un mot ailleurs, et qui aurait, ce me semble, beaucoup d'avantages? Ce serait de l'enseigner à rebours, en commençant par les temps les plus proches de nous, et finissant par les plus reculés. Le détail, et, si on peut parler ainsi, le volume des faits décroîtrait à mesure qu'ils s'éloigneraient, et qu'ils seraient parconséquent moins certains et moins intéressants. Un tel ouvrage serait fort utile, surtout aux enfants, dont la mémoire ne se trouverait point surchargée d'abord par des faits et des noms barbares, et rebutée d'avance sur ceux qu'il leur importe le plus de savoir." - D'ALEMBERT. Mélanges de Littérature et Réflexions sur l'Histoire. (16) p. 284. STANDARD WORKS ON NATURAL THEOLOGY, Jos. BUTLER.-The Analogy of Religion, Natural and Revealed, to the Constitution and Course of Nature. T. GISBORNE.—The Testimony of Natural Theology to Christianity. T, CHALMERS.-On the Power, Wisdom, and Goodness of God, as Manifested in the Adaptation of External Nature to the Moral and Intellectual Constitution of Man, (Bridgewater Treatise.) J. KIDD. On the Adaptation of External Nature to the Physical Condition of Man, &c. (Bridgewater Treatise.) W. WHEWELL.-Astronomy and General Physics Considered with Reference to Natural Theology. (Bridgewater Treatise.) C. BELL.-The Hand: its Mechanism and Vital Endowments as evincing Design. (Bridgewater Treatise.) P. MARK ROGET.-On Animal and Vegetable Physiology. (Bridgewater Treatise.) W. BUCKLAND.-Geology Considered with Reference to Natural Theology. (Bridgewater Treatise.) W. KIRBY.-On the History, Habits, and Instincts of Animals. (Bridgewater Treatise.) W. PROUT.-Chemistry, Meteorology, and the Functions of the Digestion, Considered with reference to Natural Theology. (Bridgewater Treatise.) W. PALEY.-Natural Theology, or Evidences of the Existence and Attributes of the Deity, Collected from the Appearances of Nature. G. COMBE.-The Constitution of Man. L. S. FÉNÉLON.-Démonstration de l'Existence de Dieu. LORD BROUGHAM.-A Discourse of Natural Theology, showing the Nature of the Evidence and the Advantages of the Study. Animal Mechanies, or the Design Exhibited in the Mechanism of the Bones, Muscles, &c. Published by the Society for the Diffusion of Useful Knowledge. 1827. S. CLARKE.-Demonstration of the Being and Attributes of God. (17) p. 285. EDUCATIONAL APPARATUS. Skipping-rope, hoop, battledoor and shuttle-cock, &c. Gymnastic apparatus. Cabinet-maker and turner's tools, or others. Black board and slates. Prismatic colours with their various shades. Prism, and glasses of different colours. Arithmetical ball-frame, counters, brass figures. English and French coins. Inch-square blocks and cubes for illustrating fractions, and the measurement of superficies and solids. Fractional apparatus. Models of geometrical solids; cone with sections. Architectural game. English and French measures of length and capacity. English and French weights, scales; steel-yar d. Square rule, level, plumb-line. . Compasses and callipers. Dial with revolving hands, sun-dial. Geographical box. Black globe, for chalk delineation, Terrestrial globe with flags. Atlas of physical geography. Atlas and pair of globes. Quadrant, or sextant. Collections of mineralogical, botanical, and zoological specimens. A set of mechanical powers. Models of machinery. Apparatus for illustrating centrifugal force. Orrery, or planetarium. Glass model of a pump, syphon, diving-bell. Barometer, thermometer. Balloon, parachute. Apparatus for finding specific gravity of bodies. Apparatus for showing the elasticity of steam. Chemical apparatus. Sectional model of a steam-engine. Mariner's compass, magnet, horse-shoe. Electrical machine, Leyden jars, discharging rods, &c. Electrotype apparatus. Magnetical and galvanic apparatus. Engravings illustrative of specimens of natural history. Chronological and synchronical tables of events and sovereigns. Encyclopædia, biographical and geographical dictionaries, and other books of reference. (18) p. 301. SPECIMEN OF CONVERSATIONS ON OBJECTS. A person who for the first time attempts to converse with children on objects, may feel embarrassed how to proceed through the various topics which have been adverted to in the text. To remove difficulty on this point, we give here a Table of the different subjects which may be introduced in succession, whatever be the object offered for consideration. ORDER OF THE SUBJECTS OF CONVERSATION, WITH THE APPROXIMATE AGE AT WHICH THEY MAY BE ENTERED UPON. From the age of 6. To be added to the above exer cise with children of 8, To be added to the above exercises with children of 10. "All things are in everything."-JACOTOT. 1.-EXERCISE OF PERCEPTION. Name of the object; its parts, matter, colour, form and species; numbers, fractions. 2.-EXERCISE OF OBSERVATION. Properties and qualities of the object. Use to which the object is, or may be, applied. Mode of production, preparation, or fabrication. 3.-EXERCISE OF REFLECTION. Size, weight, durability, and value of the object. History of objects, when introduced, and where found. Oral recapitulation of all the subjects which have |