proverb, "when the head of the axe is lost, is more generally inclined to throw the handle after it.”

WHAT an elegant and significant custom was that which prevailed in the private festivals of the ancient Greeks: where the guests showered upon the head of him whom they desired to honour, roses torn from their own garlands! How often are we moderns disposed to do this?

In spite of the ordinary jealousy of literary men and artists, we are occasionally consoled by such facts as the following:

"Il Tasso che di sua mano ripone sul capo dell' Ariosto l'epica corona che uno snaturato nepote volea togliergli : Tiziano che dimanda, quale asino aveva osato di por la mano nelle pitture et Rafaello,—(it was Sebastian del Piombo who had retouched some of the pictures in the Vatican,)—Racine che celebra Molière; e il satirico Francese conforta Racine contra l' injustizia degli imbecilli.”—ROSSINI's Luisa Strozzi.

THE greater religion, perhaps I should say religiousness of women, than of men, in the educated classes in England, is often remarked. The causes of it are three-First, the evident one that they are more sheltered than men from strong external temptations; second, that they have more respect for all existing institutions; third, that they are to a greater degree affected by the personal influence of the clergy. The difference is still more observable in Roman Catholic countries; where religion is

more external, where the institution is more imposing, and where the clergy are in a more positive way representatives of the institution; add all the personal influence which they obtain by their right of interference with the details of private life, through the medium of the confessional.

A PART of the following suggestion, addressed some seven years ago to the editor of the "English Journal of Education," has been now adopted. Perhaps I may be excused for repeating it, for the sake of some of the hints with which it is accompanied, and which may still be of service :

"In this day of foundations and commissions, it would be of no small benefit to the middle classes if a board of nine or ten men of acknowledged qualification could be appointed, and kept constantly sitting, for the purpose of examining, on sound and searching, but liberal, principles, those boys whom their parents might wish to subject to an impartial trial. Such a board might perhaps become, in point of expense, a self-supporting one; as parents, really solicitous about their children's progress, ought not to object to pay a moderate fee for the examination. As the benefit accruing became appreciated, such an institution might be extended, by means of branches, almost indefinitely, the appointment of examiners being vested by government in trustworthy and thoroughly competent men. Each parent might prescribe the

subjects on which he more particularly wished to ascertain the qualifications of his son, and thus limit the examination The object is a most important one: what can be more so than the sound and sincere education of the middle classes, upon whose heels the lower classes, with their guaranteed instruction, may be soon found to be treading?"

[What a change from the time of our Richard II. when "the Commons petitioned that villains might not put their children to school, in order to advance them by the Church, and this for the honour of all the freemen of the kingdom."]

HALLAM'S Middle Ages, Chap. vIII. Part 3.

"The present hit-or-miss way of choosing schools is acquiesced in, as an inevitable evil; and hundreds of those who are busying themselves about the education of the poor feel that they are obliged themselves to take their chance for the instruction of their own families, thinking, however, that if they send their boys to an apparently flourishing school, they cannot do much amiss. Were some such plan adopted as that which I have been tempted to suggest, it would tend to check a great deal of imposture, and prevent infinite disappointment. Sanguine and well-meaning, but whimsical and speculative schoolmasters, would be taught that they could not go on dabbling with an endless multitude of subjects, or making out infinitely varied bills of intellectual fare, to tempt foolish parents, without being ultimately brought to book for it. Parents would be taught that it is better to get something than to be

led to hope for everything; they would no longer be enticed by the proffer of a lax, indulgent discipline; for, when the master found his reputation really at stake, he could no longer afford to humour either parents or children. It would tend also to accomplish another most important object, namely, the more general appropriation of distinct schools to distinct objects; each school, nevertheless, admitting in its scheme those branches of study which are allowed at all hands to be absolutely necessary. Two things are of course implied in the plan proposed :

"I. That the examiner should be furnished with a correct account of the boy's age, of the school at which he has been prepared, and the length of time which has been professedly devoted to the subject or subjects on which he offers himself for examination. This would tend to prevent a frequent change of schools.

"II. That there should be no exclusiveness either with regard to grammars or other elementary books, or the mere mode and form of previous instruction, as the substance of knowledge can be easily tested, without reference to particular books or systems.

"There need be no fear of partiality—the work of examination is so laborious, and the pleasure of finding a well-prepared examinee so great, that the examiners would be only too glad to give credit where really due. I cannot see why such boards should be confined exclusively to university men."

Some schoolmasters have set up their bristles of

defiance and indignation at the idea of their pupils being subjected to these trials; and another objection has been, that only prize and pattern boys will be sent up for examination. The fact is, it ought to be rather a parent's than a schoolmaster's question. It is the parent's business, first, to inquire how long a time the master considers enough to ensure proficiency in this or that branch of study; and then, not to neutralize the master's efforts by interfering with discipline, begging extra holidays, &c. secured, it is clearly for parents to decide whether they shall submit their children to the trial, not for the master to choose pet pupils as specimens of his education.

This

Everything is already yielding to the principle of competition; and the public announcement of successful and unsuccessful schools and pupils must be making a considerable stir in the more important places of education. We have already had in the newspapers complaints of the increase of the time demanded for study. This was to have been expected. The time of study is increased, which it ought not to be, in order to conform to the age in two particulars-one, to avoid strictness of discipline; and the other, to embrace an exorbitant quantity of subjects. Why struggle against the advice given, I believe without any collusion, by three of our best writers and most experienced students. "I call upon the young," says the learned Matthias, in the notes to the "Pursuits of Literature,"