"THE number of inmates of the school, (or of all the families into which it is subdivided for better moral supervision and care,) was, at the close of the period, commencing with the opening of the establishment and extending to the 1st of December last, 32; received during the present year, up to September 30th, the number is 68. Of these, four were found unsuitable for the purposes of such a school, and discharged as such; two only have escaped,—a very small number, con sidering the fact that none but moral safeguards are adopted as means of retention; two have been indentured in favorable situations. The whole number now in the school, (1st October, 1857,) is 92. The State, we thus see, has under its guardian care, in this friendly home, a family of nearly 100 actual or virtual orphan girls.

The four cases mentioned as discharged were not so treated on moral grounds, but on those of either insanity or peculiar physical circumstances, which rendered their exclusion indispensable to the welfare of the pupils of the school.

The limits of accommodation in the houses connected with the school were reached by the 10th of June; and applications for admission have been made in sufficient number to require the erection of another building, if not two.

The degree of success attending the measures adopted in the school for the personal and moral as well as intellectual benefit of the pupils, is highly encouraging. A great change has been wrought on the habits of many of those who have been inmates of the establishment for a period sufficient to allow opportunity of judging of the probable permanency of its influence. The kind and judicious supervision exerted by the Superintendent, who seems to be most happily adapted to such a charge, and the unwearied, patient and genial management of the matrons and instructresses, seem, thus far, to be, in a measure, rewarded by the general spirit of attention, order, obedience, neatness and propriety which pervades the school, not only when assembled for general purposes of devotion and religious instruction, but when occupied with the industrial employments and school lessons conducted in the separate houses which form the homes of the respective groups into which the inmates are divided, as members of families. The general aspect of the pupils is that of docility and cheerfulness, active and healthy habits, and personal neatness. To these results the admirable arrangements of the different houses, together with the healthful diet and regimen adopted, not less than the personal care and attention of the matrons, have largely contributed.

With all advantages in their favor, however, the task of creating and maintaining such results must devolve a vast amount of toil, and care, and ceaseless watchfulness, on the Superintendent and the matrons. Such a school, notwithstanding the desire to have it maintain a preventive rather than a reformatory character, must contain many elements of deep-seated evil; requiring every resort of tact and influence to counteract their tendency, and to prevent the contact of vice with vice from causing the school itself to become a source of injury to its inmates.

It would seem especially desirable that, in future cases of admission, the preference should be given to the youngest class of candidates, so as to render the intended influence of the school in salutary training practicable, and to insure the true economy in State expenditure. The obduracy of confirmed habit renders the moral condition of an older class of pupils nearly hopeless, and impedes the good influence which might otherwise be exerted on the younger. It is matter of regret, therefore, to read the following classification, as regards the proportion of ages in the present number of inmates: over fifteen, 28; between twelve and fifteen, 49; between ten and twelve, 15; between seven and ten, 8. It is pleasing, however, to observe that the influence of the school has already had such an effect

on some of even the older pupils, as to admit of their being intrusted, under due limitations, with a share in the guidance and teaching of the younger members; while the deportment of many of the youngest classes, in its comparative exemption from obvious faults, operates, to some extent, as a monitory influence on their elders. Such facts are peculiarly pleasing to the observation of the visitor of the school, when he recalls the degrading circumstances from which many of its members have entered it.

One prominent feature in the management of the school is the daily practice of housework, in its various branches, as a part of the training of the inmates of each house. The expertness attained by some in such employment is remarkable; and; when one adverts to the utter neglect of any such occupation in the previous history of nearly all the pupils, it is plain that the kind hearted matrons must have spared no pains in their training. Washing, sewing, knitting, the charge of their rooms, which, by the way, are admirably kept, as to order and neatness; and, in addition to these common household employments, the proper care of milk and butter, the preparing of vegetables and fruit for culinary purposes, with many other domestic details, are carefully exemplified and thoroughly taught to all the inmates, in due rotation.

It is impossible for a visitor to this noble charity to overlook the wisdom of the arrangement on the part of the Trustees, who planted their undertaking on the beautiful and spacious grounds which it occupies as a site. If any influence of God in Nature can work on the human heart, as a purifying, healing and renovating effect, it must be here. The charming landscape around the edifices and grounds, the grounds themselves, the highly cultivated and flourishing farm, the beautiful walks, the noble shade-trees, and the graceful flower-beds, and, to crown all, the neat and commodious chapel for worship, not less than the handsome houses which serve as homes to their occupants,-all contribute to render this truly philanthropic and Christian institution a most attractive spectacle, whether as a refuge and a nursery for suffering childhood, or an impressive proof of the faith which the State of Massachusetts reposes in the influence of preventive education as a security against crime and misery.

One of the most pleasing sights which a benevolent mind can enjoy is that of the assembled pupils for their general exercises in the chapel on Sunday afternoon. These exercises consist, besides the opening and closing devotions, conducted by the Superintendent, in the simultaneous recitation of passages of Scripture, in answering questions on these proposed by the Superintendent, in listening to a familiar address, either by the Superintendent or some occasional visitor invited to attend, and, toward the close of the afternoon, in joining in the singing of a hymn selected for the purpose.

What gives additional interest to this affecting scene is the thought that the State, by its judicious bounty, thus brings, weekly, under the influence of the sanctuary this numerous family of beneficiaries, who would otherwise, in all probability, never, in the whole course of the year, come within the doors of a place of worship. A few of the inmates of the school, there is good reason to hope, resort weekly to the chapel to offer a genuine tribute of gratitude for their rescue from the fatal consequences of a life of sin, and for the generous provision which public and private munificence has made for their instruction and training, as well as for their health and comfort, and, in due season, for their employment in useful and respectable stations in life."

V. SYSTEM OF NATIONAL EDUCATION IN IRELAND.

THE RULES AND REGULATIONS adopted by the Board of Commissioners of National Education in Ireland for their own guidance, and for the management of the schools established to secure united secular instruction for children of diverse and warring religious creeds, are worthy of attentive study, not only by those who have to deal with the same difficulties of race, politics, and religion, but by all who are called on to frame or administer systems of public instruction. For although the system was framed to meet difficulties which had grown up out of centuries of unwise and despotic legislation, it has been developed by men of great practical wisdom. The Board was constituted from the start so as to represent the highest ecclesiastical influence in the great antagonistic parties of Ireland,-not simply the Catholic and Protestant divisions, but the Episcopal, the Presbyterian, and the Unitarian section of the Protestant interest. And in the selection of these representatives, the social and political standing of the members was calculated to command respect, and conciliate jealousy and opposition.

The vote moved by Mr. Spring Rice, now Lord Monteagle, that "a sum of £30,000 be granted for enabling the Lord Lieutenant of Ireland to assist in the education of the people," did not pass without considerable opposition, although no division of the House was taken. Parliament was soon after prorogued, and, immediately after, Lord Stanley, then Chief Secretary for Ireland, addressed a letter to the Duke of Leinster, the Lord Lieutenant, announcing the design of the government to appoint a Board of Commissioners of National Education for Ireland, and setting forth the principles on which the schools, established or aided by the public grant, would be administered. The Board was to be "composed of men of high personal character, including individuals of exalted stations in the church," and "professing different religious opinions." Security was thereby afforded to the country, "that while the interests of religion would not be overlooked, the most scrupulous care should be taken not to interfere with the peculiar tenets of any description of christian pupils." "The schools will be required to be kept open for a certain number of hours, on four or five days in the week, for moral and literary education only; and that the remaining one or two days in the week will be set apart for giving, separately, such religious education to the children as may be approved of by the clergy of their respective persuasions." Pastors of different religious denominations are to be "permitted and encouraged to give religious instruction to the children " of their own flock,

either before or after the ordinary school hours. In the power over the selection of books, opportunity was given to make such selections from Scripture as all parties would approve.

With the announcement of these general principles, "for a combined literary and separate religious education," the Board was appointed, consisting of the Lord Lieutenant, the Protestant Archbishop of Dublin, the Catholic Archbishop of Dublin, the Attorney-General for Ireland, and three others-making three members of the Established Church, two Catholics, one Presbyterian and one Unitarian. The action of the Board has been governed from the outset by one rule-not to adopt any measure touching religious instruction in which every member could not concur.

The Board has now been in existence twenty-six years; and during that period Parliament has appropriated to the support of these schools over eleven millions of dollars. The schools have risen from 789 in 1833 to 5,124 in 1855, and the number of pupils from 107,049 to 538,246; and during this whole period, not one case of proselytism has been proved; no religious zealot, no matter to what church he might belong, has dared to violate, or could do so with impunity, the impartial and tolerant principle of the national system, which respects alike and protects from interference the religious faith of Protestants and Roman Catholics. Since 1831 two committees of inquiry, on the subject of Irish Education, have sat in both Houses of Parliament, and no deviation from the principles laid down in Lord Stanley's plan has been recommended, or even suggested by them; nine successive administrations have been in power, but not one responsible minister, nor any Lord Lieutenant of Ireland, has ever suggested a departure from the essential principles adopted at the beginning. During this whole period the system has encountered the bitter and implacable opposition of the ultra zealots in the Protestant and Catholic churches, while the largest and most influential portion of the Established Church, the aristocracy, and the gentry of the country, the clergy and laity of the Presbyterian body, and many Catholic prelates and priests, have either withheld their countenance, or given only a cold and reluctant support.

The annual grants of Parliament in aid of the elementary instruction of the poor in Ireland, instead of being expended exclusively in the payment of teachers' wages, is appropriated by the Commissioners: (1,) in aid of convenient and suitable school-houses, furniture and apparatus; (2,) in improving the literary qualifications, and professional knowledge and skill of teachers; (3,) in establishing a spirit of self-improvement in teachers by a classification of salaries, according to success and length of service; (4,) in securing a uniformity of good text-books, carefully prepared, well printed, strongly bound, and at the lowest wholesale price; (5,) in the encouragement of special schools of different grades, such as evening schools, work-house and prison schools, industrial schools, agricultural schools; and (6,) in subjecting all the schools aided to a thorough periodical and intelligent inspection.

IRELAND.

PART L-RULES AND REGULATIONS OF THE COMMISSIONERS OF NATIONAL EDUCATION AS REVISED MAY, 1855.

I. Object and Fundamental Principle of the System of National Education. 1. The object of the system of National Education is to afford combined literary and moral, and separate religious instruction, to children of all persuasions, as far as possible, in the same School, upon the fundamental principle, that no attempt shall be made to interfere with the peculiar religious tenets of any description of Christian pupils.

2. It is the earnest wish of Her Majesty's Government, and of the Commissioners, that the Clergy and Laity of the different religious denominations should cooperate in conducting National Schools.

3. The Commissioners by themselves, or their Officers, are to be allowed to visit and examine the Schools whenever they think fit. Those who visit on the part of the Commissioners are furnished with credentials under their Seal. 4. The Commissioners will not change any fundamental Rule without the express permission of His Excellency, the Lord Lieutenant.

II. Management of National Schools.

1. The local government of the National Schools is vested in the local Patrons thereof.

2. The Commissioners recognize as the local Patron the person who applies in the first instance to place the School in connection with the Board, unless it be otherwise specified in the application.

3. If a School be under the local management of a School-Committee, such Committee has all the rights of an individual Patron.

4. The Patron has the right of nominating any fit person to act as his representative in the local management of the School; such representative to be designated the "Local Manager." The Patron may, at any time, resume the direct management of the School, or appoint another Local Manager.

This rule applies equally whether the Patronship be vested in one or more individuals.

5. When a School is vested in Trustees, they have the right to nominate the local Manager.

6. When a School is vested in the Commissioners, the name of the Patron or Patrons is inserted in the lease.

7. In the case of a vacancy in the Patronship by death, the representative of a Lay Patron, or the successor of a Clerical Patron, is recognized by the Board, (where no valid objection exists,) as the person to succeed to the Patronship of the School.

8. If a Patron wishes to resign the office, he has the power of nominating his successor, subject to the approval of the Board.

9. In all cases, the Commissioners reserve to themselves the power of determining whether the Patron, or the person nominated by him, either as his successor, or as local Manager, can be recognized by them as a fit person to exercise the trust.

10. In all cases, whether the School be Vested or Non-Vested, the Patron, when nominating a local manager, ought to notify to the Commissioners, whether or not the person so nominated is to exercise all the rights of Patron during the period he acts as Manager.

11. When a School is under the control of a Committee, or of joint Patrons, a "Local Manager" should be appointed, to correspond with the office, sign documents, &c., &c.

III. Description of Schools to which Commissioners grant aid.

1. The Schools to which the Commissioners grant aid are divided into two classes, viz. 1st, Vested Schools, which are vested in the Commissioners, or were vested previously to the incorporation of the Board, in Trustees, for the pur