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port, it has never in a single instance
been withheld. British and Foreign School Society, Spain. - In the year 1817, at the Borough Road.
request of the Government, Captain The details annually printed in the Kearney, a Catholic, was admitted to
The details annually printed in the learn the plan at the Borough Road. Appendix of the Society's Reports, He then went to Madrid, and opened ever since the year 1808, shew the
a boys' school, under the patronage steps by which the plan has pro- of the Duke Del’Infantado. In 1819, ceeded until it has established itself the King issued a decree, directing in almost every city and large town in Lancasterian Schools to be established the kingdom: From a pamphlet en- throughout Spain. A Society, formed
at Cadiz, has corresponded with the titled “ A Defence of the British and Borough Road Committee for advice. Foreign School Society against the In 1820, Reports were received of Remarks in the 67th Number of the the establishment of several schools, Edinburgh Review,” we give some and the opening of a girls' school. brief extracts, to enable our readers Italy. - In 1817, the British System to form a judgment of the Society's Mastroti adopted the plan in one of
was introduced at Naples : the Abbé labours in distant and foreign parts. their public establishments. The Abbé
Campbell also opened a school, and France. In 1814, the son of a was supplied with a manual and inProtestant French clergyman (Mar- structions from London. Since that tin) was brought over, and placed in time a Society has been formed at thé Borough Road School, in order Florence, and twelve or fourteen to acquire a knowledge of the system ; schools have been established upon early in 1815 at his own request the plan in Tuscany :-it is generally Martin was joined by a friend and spreading throughout Italy, and the fellow student, Frossard; before the Committee at the Borough Road close of the same year, three Schools watches every opportunity, to encouwere organized in Paris by these rage the formation of schools in that young men; and in the early part of interesting country. 1816, the schools in France were di Russia.-When the Emperor of rected to be established by a royal Russia was in England in the year decree. In those which had been 1814, the nature of the British System previously formed, the children of was explained to him. In the folCatholics and Protestants were taught lowing year two Russian officers together, according to the liberal plan attended Martin's school, at Paris; of the Parent Society ; but the clergy and several schools were soon estasoon had the influence to cause a blished in the Russian army quartered separation between Catholics and in France. In 1816, four Russian Protestants; and it was decreed, that youths, travelling by order of the schools should be established for each: Emperor, to study the subject of eduthe King however set an example of cation, learnt the system at the Boenlightenened policy, which is even rough Road. In 1817, Count Romanworthy of the imitation of England, Zoff opened his school at Homel, he encouraged the Protestants to edu- which is superintended by a young cate their children, and ordained that man trained at the Borough Road. their schools should be equally sup- In 1818 and 1819, the Treasurer, in ported with the Catholic: accordingly, his travels through Russia, visited although numerous applications have schools for many thousands of the been made by the French Protestants children of soldiers, established
preto their government for pecuniary sup- cisely upon the System of the British
and Foreign School Society: In point from which the system has been 1820 a schoolmistress was sent by the widely diffused. But though the sysa Committee to St. Petersburg, to in- tem has been thus happily planted troduce the system for girls.
for the boys in that district of British Poland. - Schools on the plan are India, the poor girls there, as almost now establishing in the neighbour- every where upon the Continent, have hood of Vilna, in Poland.
been deplorably neglected: the ComSweden.—In 1818, the nature of mittee of the Borough Road are therethe system was explained to the King fore preparing to send out a female, of Sweden; and in the next year to form a model girls' school at CalAdolphus Gerelius, Secretary to the cutta, or some other place under the King, spent some time in the Borough protection of those resident gentleRoad in acquiring a practical know- men who constitute the Calcutta ledge of the System : since he re- School Society. turned home, he has corresponded Ceylon.--In 1819, two Wesleyan with the Committee, and two schools Missionaries, having studied the sysare now established at Stockholm. tem at the Borough Road, left EngThey have translated the manual into land for Ceylon; and interesting acthe Swedish language.
counts of their successful proceedings Denmark.-In Denmark the sys- have been since received. tem is making progress as fast as cir The Mauritias.—A schoolmaster, cumstances will permit.
a young man of colour, well qualified Brussels. At the instance of the for the undertaking, is upon the point late Duke of Kent, a society was or of going out to form a model school, ganized the 29th of October 1819, under the protection of Governor Farpatronized by the Prince of Orange, quhar. and liberally supported by the in AFRICA. - In the year 1815, several habitants; and in March 1820, a African youth, educated at the Censchool on the British System was tral Establishment, and qualified for opened, in a hall granted by the Cor- masters, were sent to Sierra Leone poration.
under the patronage of the African In Germany, and in other European Institution, which appropriated a connations, the Committee are using every siderable part of its funds to the estameans in their power to promote the blishment of the system there; a model introduction of the British System. school was formed, and some thou
Malta.-In 1818, the Committee sands of black children are now paid the expenses of a person who taught in that colony. In 1815 a came from Malta, to learn the plan: school was opened at Cape Town, and he returned home in the following the Missionaries in South Africa have spring. A society is formed there, established schools at several of their and they have now schools established stations. upon the system for boys and for girls. AMERICA.—In the remaining quar
Asia. The system was first intro- ter of the world, America, the British duced in India by the late Duke of System of Education has widely Kent, who established it in one of his spread. Some schools were estaregiments. The gentlemen of the blished prior to 1811, but they geneBaptist Mission having been furnished rally succeed very imperfectly, unless with an instrument by the Parent they are organized by a qualified Society, they have done, and are master. Accordingly, in the year doing, incalculable good. In the
In the 1811 Robert Ould, one of Joseph year 1816, they sent out to Seram- Lancaster's early pupils, went to Mapore a young man trained at the ryland, and established a model school Borough Road, who has not only at George Town. A school was also formed a model school, but made it à opened at Washington for 350 children.
From this time schools continued to sacrifice to the climate. * The school spread upon the American continent; was afterwards conducted by the Mebut the want of a general superin- thodist Missionaries. On the death of tending committee being severely felt, Petion, his successor, President Boyer, application was made to the Parent patronized the schools, and one of the Committee in London for assistance. inhabitants reported, in 1820, that the Accordingly, in 1818 a young man schools were in good order, and that was sent to New York to reorganize the President was engaged in estathe schools. In this year too an act blishing more. At his request, the was passed in Pennsylvania, directing Committee has recently sent out à that the schools in the city and county well-qualified master. of Philadelphia should be éonducted The system is established in the on the Lancasterian system. In 1819, Island of Dominica, under the pro the New York school scontained 3600 tection of Governor Maxwell ; and children, and those in Philadelphia also in the Danish Island of St. Croix. 3000. In 1820, very satisfactory re The Committee is informed of a school ports of the moral effects of these schools in Antigua for 1000 persons,
children were received both from New York and adults ; and there are also schools and Philadelphia : the scholars in in some of the other islands. It is New York had increased to 4112. worthy of remark, that in an insur
Nova Scotia. - In 1813 Walter rection which took place among the Bromley opened a school upon the slaves in Barbadoes a few years ago, system at Halifax, which he reported none of those who had received eduto contain 637 girls and boys. In cation were to be found among the 1816 he further reported on the good insurgents. effects produced ; and this year the A wide field is 'opening for the Government granted 2001. towards its spread of the system in South America support : in 1820 the benefits resulting two masters have been trained at the from the school were so apparent, that Institution, and are upon the point of the House of Assembly granted money setting out for Chili and Santa Fé. for new school rooms.
Scripture Lessons in Spanish are now Hayti.-- In 1816, appliéation was being printed for the use of these made from Cape Henry to the British Schools.-A Scotch gentleman, who and Foreign School Society, for mas had studied the system at the Centers qualified to open schools upon tral School, has established several their plan. This application was schools in the government of Buenos immediately complied with, and a Ayres. young man was sent to the island, who soon established a model school The Sun of Knowledge is thus for 200. In 1817, the Society sent “darting its beams across the gloom another of their masters, who also profound :" it is pouring light upon gave great satisfaction ;' and soon thousands, and preparing the way after, a lad of colour was sent at the for the spread of those essential request
of the Government. In 1818, truths which are developed in the six schools were reported, which con- Gospel, and which, if universally tinued to prosper : in 1820 there were acted upon, would convert the wiléleven, conducted by native teachers, derness of this world into a paraand containing 1300 children. Pre- dise. sident' Petion, in the year '1816, having requested a schoolmaster upon His death was deeply felt by many of the British System, the Society sent the inhabitants, who with tears followed out a young man, who established a the corpse to the grave: the children also model school at Port au Prince; but mournful procession, and wept his loss as
whom he had instructed joined in the in the next year, 1817, he fell a that of a father and a friend.
Reflections upon the Conduct of deserve to be called learned and iluman Life; with reference to knowing, in comparison of another
that is less so. But absolutely speakLearning and Knowledge.
ing, the most that any or all of us (Continued from p. 83.)
either know or can know, is of little REFLECTION III.
consideration. What we know of Wherein the general conduct of hu- God is but little ; for as the apostle
says, • We see through a glass man life is taxed with too impor
darkly :' what we know of ourselves tunate a pursuit of Knowledge in perhaps is less, and what we know of general.
the world about us, is not much: 1. Having past the two first stages of “ We have seen but a few of God's our Intellectual Conduct, that of the works,” and we understand yet fewer. End and that of the Means, and re There are almost an infinite number Hected on the irregularities of each; I of things which we never so much as come now to the third and last, which thought of; and most things we conconsists not in the choice of the object, ceive very darkly and uncertainly; or of the method to it, but in the de- and there is not one thing from the gree of affection wherewith it is pro- greatest to the least, which we do or secuted. And this part of our con can understand thoroughly. Those duct is as irregular and faulty, if not that apply their whole study to any more so, than either of the former:
one thing, can never come to the end and the fault of it is, a too importu of that; for not only every science, nate pursuit of knowledge in general. but every particular of each has its
2. This charge is of a larger extent unmeasurable depths and recesses. than either of the preceding : Those It is confest by a great enquirer into concerning such only, as either mis- the nature of antimony (as it is replace the object, or mistake the me- lated by Mr. Boyle,) “ That it is imthod of learning. But not only they possible for one man to understand who err in the placing of learning, or thoroughly that single mineral only.” in the way to it, bat even they who And if a man cannot understand all are right in both, come under this of so little, how little must he undercensure; they all agree in pursuing stand of all ? Suppose farther, that it too importunately.
all the knowledge of all the learned 3. In order to make out the truth were put together, it would weigh but of this charge, it will be necessary light. For what one art or science is first to consider, how far it becomes there that is brought to any tolerable man to employ himself in the prose- perfection? And if the common stock cution of knowledge; and then it will be so little, how small a pittance is it be easy to determine, whether our that must fall to every particular general pursuit of it be immoderate man's share! And where is that man, ,
Now for the determination of who after all his poring and studying, the former, let us observe the present is able to answer all the questions, I state of man, the posture wherein he
which God put to Job, now stands.
but which may be asked him by the 4. And, first, the utmost knowledge next idiot he meets ! man can arrive at in this world, by 5. It is superfluous, as well as end- his uimost endeavours, is very incon- less, to display the particulars of our siderable.
ignorance; though indeed, when all God indeed has given us reason 'accounts are cast up, that will be enough to distinguish us from the found to be our best knowledge.
e. This brute creation, and we may improve it only in general, our life is so short, so far, as to distinguish ourselves from our progress in learning so slow; and one another :. And so one man may learning itself so long and tedions,
will not say
and what we do or can know so very which our present ignorance will not little, that the sceptics had much more diminish. Perhaps not immediately reason to conclude from the disabi- upon our discharge from the body, lity of our faculties, and the slight- though even then there must be a vast ness of our attainments, thạn from the enlargement of our understanding; uncertainty and instability of truth, but doubtless, when we are admitted that there is no knowledge.
to the vision of God, we shall then 6. But, secondly, if it were possible commence instantaneously wise and for us to attain a considerable mea- learned, and be fully possest of the sure of knowledge, yet our life is so tree of knowledge, as well as of the short and so encumbered, that tree of life. For then that glass
, could make but little of the enjoyment through which we now see darkly
, of it. All the morning of our days is shall be laid aside, and the field of spent in the preliminaries of learning, truth shall be clearly displayed before in mastering words and terms of art, us. And though even then there shall wherein there is nothing but toil and be degrees of knowledge, yet the vadrudgery. And before we can taste riety of this dispensation shall not any of the fruits of the tree of know-proceed by the degree of our knowledge, before we can relish what is fedge in this life, but by another mearational, our sun is got into the meri sure. For, dian, and then it presently begins to 8. Fourthly, though there is no decline, and our learning with it. Our necessity of our being so learned and light, our strength, and our time, make knowing, yet there is of our being haste to consume; nothing increases good and virtuous. This is necessary, now but the shadows, that is our ig- both as commanded by God, and as a norance and darkness of mind; and means of our final perfection. And while we consider and look about us, besides, it is necessary now, the sun sets, and all is concluded in being no other opportunity for it
. If the dark shadow of death. But often we do not know here, we may
know the sun is intercepted by a cloud long hereafter, and infallibly shall
, if we before it sets, and we live backward are but good here. But if we are not again, grow weak and childish, silly good here, we shall neither be good, and forgetful, and unlearn faster than happy, nor knowing hereafter. The we learned.
Or if it chance to shine main opportunity for knowledge is bright to the last, then we grow too after life; the only opportunity of wise for ourselves, and reject the being good is now: and if we take greatest part of what we had learned care to improve this, we are secure of before, as idle and insignificant. the other ; but if this is neglected, all
7. Thirdly, there is no necessity of is lost. This therefore is indispenbeing so wonderfully learned and sably necessary, and it is the only knowing here. It is neither neces- thing that is so : and it is necessary sary, as enjoined by God, nor as a
now; necessary not only to our hapmeans to any considerable end. We piness in general, but also to our can be good and we can be happy intellectual happiness in particular
. without it. And lest any advantages For, in our after-state should be alleged, 9. Lastly, thus stands the case bethis makes it more unnecessary than tween God and man. Man was any consideration besides. For though in a state of innocence and perfecwe are never so unlearned now, yet tion, in perfect favour and communion if we know enough to do our duty, we with God, his true good, and in a cashall in a short time arrive at such a pacity so to continue. From this ex. degree of knowledge, as is requisite cellent state he wilfully fell, and by to our supreme perfection, to which his fall so disabled himself, that he our present learning cannot add, and could not by his own strength repent,