with men, for the victory over error and sin, never fall powerless on the ear of man or God, never fail to carry the worshippers into the very presence of their Maker." Nor was it ever plainer than now, that the healing branch of devotion needs to be thrown into the head waters of popular intelligence to sweeten their bitterness. Intellectual pride, a cultured self-will, unbelieving science, literary conceit, all lift their disgusting signals to show us that the knowledge of this world is not to be mistaken for the wisdom of Heaven. Knowledge is power, but what kind of power? A power of beneficence, or a power of destruction? That depends on other questions. For what is knowledge sought? To whom is it consecrated? Into whose name is it baptized? Let us save ourselves, if we may, from a brain developed only to be demonized, and from the delusion of mastering the secrets of nature only to be brought into a poor bondage to ambition. Knowledge is not sufficient of itself. Now, as of old, and forever, it must wait reverently on the Unseen, and kneel in lowly faith. Men may talk of the pure and passionless air of scientific research, of the certainties of scientific deduction, of the absoluteness of scientific conclusions, decrying, at the same time, the strifes, and altercations, and fluctuations of theology, as if thereby to affirm some independence of thought on God, or some superiority of the understanding over the heart. It is an impertinent comparison and an insane jealousy. Let them explore their own fallacies. Let them not confound theology and religion, nor the processes of science with its ultimate results. Let them read the biographies of scholars, and the history of thought; let them trace the course of the principal scientific discoveries within the last dozen years; let them acquaint themselves with the quarrels of authors, and the disputes of schools, and the gossip of cliques. They will soon find that petty contentions are not confined to ecclesiastical councils, though Heaven knows their air is too foul and vexed with them. They will see that everywhere the mind wants the guidance of God's Spirit; that education without piety is only a multiplying of the means of mischief; and that Christ came into the world as much to teach scholars humility, as to comfort the illiterate. No: those who say such things are not the strong friends of science, nor the true advocates of her dignity, but novitiates in her sacred tuition, and flippant champions whom she disowns. Knowledge and faith have one interest, one aim, one God and Saviour to confess and serve; and therefore over every step in education, every lesson in learning, every day of the student's tried and tempted life, should be spread the hallowing peace and the sav ing benediction of prayer.

Deep down in their souls students feel this. At least in their better moments they realize it. Even the most impulsive and inconsiderate have some dim, instinctive witnessing within them that it is good to call on God. Many an earnest believer has felt his first renewing convictions, the first strong grasp of the hand of remorse, the first touch of penitential sorrow, amidst these apparently neglected entreaties. The sure arrow from the Divine Word has there reached many a haughty and obdurate heart. The silent struggle in a young man's exposed nature, between early principle and fierce solicitation, has often received there the blessed help that secured the victory to virtue. Some germ of holy resolution has found nourishment, and light and air to grow in. Some half-formed plan of dissipation or vicious amusement has there risen up in its hideous aspect, and been forever dashed to the earth and broken to pieces. Some yielding rectitude or chastity has been reässured and set on its blameless way again in gratitude and joy. Images of home have come before the closed eyes. The voices of mother and sister, of the affectionate pastor that childhood had revered, and of many a saint on earth or angel in heaven beside, have seemed to speak and plead in the simple, fervent petitions. Could the secrets hid in the hearts of educated men be revealed, we have no doubt it would be seen how large a part the college prayers bore in the initiation or the reinvigorating of their best designs. Many a man has there, in silence, said honestly and faithfully to his own conscience, "To-day I shall live more righteously; meanness and sin shall be more hateful to me; generosity and goodness more lovely ;" and all the day has answered to the pledge. Admonitions, that would have been rejected if offered from man to man, work their effectual plea in the indirect persuasion of a request to the Father of Lights. Noble friendships between young hearts have felt themselves more disinterested and more secure for the holy appeal to the Source of Love. The noble claims of humanity, making each man feel himself a brother in the mighty fraternity, girding him to labor and suffer for his kind as the only worthy calling of his scholarly life, have there pressed their way into the heart of hearts, through a clause of that Bible that speaks to the rich and the poor, or a supplication for sage and slave alike, for bond and free, for the heathen and the helpless. Eminent servants of the best causes, disinterested patriots, preachers of Christ, missionaries to the ends of the earth, have taken there the first impulse that bore them on to their places of heroic action or martyr-like endurance, faithful unto death, awaiting crowns of life.

Whatever appearances of neglect may attend the familiar repeti

tion of these holy occasions, therefore, there can be no apology for discouragement. As in all coöperation with the vast, slow achievements of the Providence that predestines a spiritual harvest from every seed sown in faith, there must be an unhesitating continuance in well doing, and a patient waiting, for results, on Him who is so unspeakably patient with us. Only let the prayers be real prayers; such asking as humbly refers each entreaty to the Supreme, Unerring Will, yet with the fearless trust that He who hears in love will answer in wisdom; let the things prayed for be such things as those then and there assembled most heartily desire, rather than such things as precedent or old tradition have decided it is merely proper to implore; let Christian care and painstaking be applied to the arrangements of the company and the parts of the service; let the intercessions of thousands of sympathizing and anxious homes throughout the land arise in unison; and then there can be no ground of doubt that God will accept our offerings, sanctify our scholarship, lead more of our young men to bring their gifts and attainments to the Saviour's ministry, uniting a broad culture with high aspirations and a profound faith in the structure of the civilization that is to be. Then many a man who enters college only with a vague purpose to profit or to please himself, while there shall listen to a higher call, and become a cheerful servant of the King of kings. Then right-minded, purehearted youths will not find their collegiate course a perversion from integrity, nor a snare to principle, nor a ruin of honorable hopes, but a confirmation of every worthy desire, and a progress in all manly living. Then the thoughts of parents will not turn to these institutions with regret, with maledictions, or with shame, but with confidence, gratitude and joy. Then the Republic will not be disappointed when she looks to the University as "the light of her eyes and the right arm of her strength." Then the most powerful agency that can be conceived will be inaugurated to make our literature healthful, earnest, humane. And then, not only by the motto of a seal, and not only in the pious hopes of its founders, but in the daily spirit of its administration, and in the characters of its graduates, shall each college be dedicated to Christ and the church.

III. PUBLIC INSTRUCTION IN SARDINIA.

BY VINCENZO BOTTA.

Late Professor of Philosophy in the Colleges of Sardinia.

(Continued from page 530, Vol. III.)

TECHNICAL SCHOOLS.-As primary schools are intended to give to all the citizens a general knowledge, such as is necessary to man without distinction of class or difference of calling, secondary instruction has for its object the education and development of more special intellectual capacities, and the preparation of its students for different scientific or artistic professions. The secondary classical schools prepare youth for the professions of the university, while the technical education proposes to direct the students through other courses which find no opening in the university. This instruction, considered as a general system, is of a recent origin; having been organized only since 1848. In that year, when the government founded the national colleges, there were annexed to these institutions technical courses, which were afterward established in connection with many other schools. The course of these schools is of five years, and the students are admitted to it after they have passed the full primary course. The programme taught in these courses, embraces religion, Italian literature, history and geography, elementary and superior mathematics, mechanics, physical science, chemistry, statistics, political economy, commercial law, commercial arithmetic, book-keeping, drawing, both ornamental and of machines, natural history, French, German, English languages, drawing of figures, singing and playing of pianoforte, declamatory art, gymnastics, military exercises, fencing, dancing, calli graphy. There are about fifteen of these schools more or less complete; the best of which are connected with some of the national or royal colleges. The number of the professors of the technical courses varies from ten to twenty, according to the less or greater development of the programme.

Besides these courses there exists in Turin a ROYAL TECHNICAL INSTITUTE, with the following classes: 1st, mechanics applied to arts and industry. 2d, chemistry, applied; 3d, geometry, applied; 4th, agricultural chemistry. 5th, agriculture. 6th, forestry. 7th, descriptive geometry and geometrical drawing. A professor of the institute is entrusted with the direction of the school, and he is assisted by a council of administration especially appointed by the government. The professors are requested to expound in their courses the theoretical principles of the science, over the teaching of which they preside, and to make the applications, the best adapted

to the objects. Besides this ordinary instruction, they are directed to deliver one or more special courses on some particular branch of application, and to organize practical exercises adapted to the nature of their lectures. Each professor is obliged to deliver at least two lectures a week, which must be illustrated by demonstrations and experiments. The institute possesses for this object a laboratory, and various collections of scientific apparatus, drawings, models, engines, and natural productions. The lectures are public and free, and no examination is required from the students, in order to be admitted to them. The students, however, after having completed the course of their instruction, have the right to present themselves for the examination, and to receive a certificate from the examiners. The course of the institute is opened in the middle of November, and ends with the month of June.

There are also in Turin THREE SPECIAL COURSES, directed according to the programme of the national colleges, two PUBLIC TECHNICAL COMMERCIAL SCHOOLS, and a FREE SCHOOL OF DRAWING APPLIED TO ARTS AND INDUSTRY. In the same city we find a SCHOOL OF ELECTRIC TELEGRAPHING, a SCHOOL OF GYMNASTICS connected with the association for the progress of gymnastic exercises, and a VETERINARY SCHOOL supported by the government and directed by three professors and two assistants. The pupils are obliged to attend most of the lectures delivered in the RoYAL TECHNICAL Institute, in addition to the instruction which they receive in the veterinary school.

Genoa can boast of a TECHNICAL SCHOOL in which are taught chemistry, mechanics, and geometry, applied to arts, geometry, arithmetic and trigonometry applied to navigation, navigation, naval construction, and design. There is also a TECHNICAL COURSE connected with its national college, and a SCHOOL OF COMMERCE; besides a ROYAL SCHOOL OF MARINES, in which are given courses of mechanics, of astronomy and hydrography applied to navigation, of elementary, analytic and descriptive geometry, of infinitesimal calculus, algebra, plain and spherical trigonometry, navigation, chemical and physical sciences, naval construction, fortification, artillery and military art, history, physical and political statistics, and commercial geometry. The pupils are also taught Italian literature, the English and French languages, drawing, calligraphy, fencing, and dancing. In the summer of each year the pupils make a voyage of instruction in ships belonging to the State. The institution is conducted by sixteen officers and professors, and has about sixty pupils. In Genoa, there is in operation a FREE AND MUNICIPAL INSTITUTION OF MUSIC, for both sexes, with the following course of instruction: musical composition, singing, piano-forte, violin, double bass, violoncello, clarinet, flute, cornet, and other instru ments. It is directed by thirteen professors.

Chambery has a SPECIAL COURSE Connected with its national college, and TECHNICAL SCHOOLS of mechanics and chemistry applied to arts. Nice possesses also a SPECIAL COURSE in its national college, a SCHOOL OF COMMERCE supported by a private association and by subsidies from the government and the municipality, and a FREE SCHOOL OF NAVIGATION.