We put children through philosophy-put them through history put them through Euclid. He had no faith in this plan, and wished to see the school-teachers set themselves against this forcing progress.

ALFRED THE GREAT.

When Alfred was twelve years old, Judith, his step-mother, was sitting one day surrounded by her family, with a manuscript of Saxon poetry in her hand. As Aldhelm and Cedmon had written poems of great popularity, it may have contained some of theirs. That she was able to read is not surprising, because she was a Franc, and the Francs had received from the AngloSaxons a taste for literary pursuits, and were cultivating them with superior ardor. With a happy judgment, she proposed it as a gift to him who would the soonest learn to read. The whole incident may have been chance play, but it was fruitful of consequences. The elder princes, one then a king, the others in mature youth or manhood, thought the reward inadequate to the task, and were silent. But the mind of Alfred, captivated by the prospect of information, and pleased with the beautiful decoration of the first letter of the writing, inquired if she actually intended to give it to such of her children as would the soonest learn to understand and repeat it. His mother repeating the promise with a smile of joy at the question, he took the book, found out an instructor, and learned to read. When his industry had crowned his wishes with success, he recited it to her. To this important, though seemingly trivial incident, we owe all the intellectual cultivation, and all the literary works of Alfred; and all the benefit which, by these, he imparted to his countrymen. If this family conversation had not occurred, Alfred would probably have lived and died, as ignorant and unimportant, and as little known as his three brothers. For the momentous benefit thus begun to Alfred, the memory of Judith deserves our gratitude. This French princess was the kind Minerva from whom arose the first shoots of that intellectual character which we admire in Alfred. To such remote and apparently inconnected causes do we often owe our greatest blessings.-Sharon Turner's History of the Anglo-Saxons.

SCHOOLS OF MASSACHUSETTS FOR 1849.

The towns raise by taxation for the support of schools, annually, $830,577. Besides this, $5,483, income of the "Surplus Revenue," is so appropriated. Total, $836,060. Add $35,280, contributed as board and fuel. Number of children in the

State from 4 to 16 years old, 215,926. Number that attend school under 4 years, 3,326; over 16 years, 10,452. Number of public schools in the State, 3,749. Number of male teachers, 2,426. Number of female teachers, 5,737. Number of scholars in summer schools, 173,659. Number in winter schools, 191,712. Average wages per month, inclusive of board paid to male teachers, $34.02. Do. to female teachers, $14.19. Amount of School Fund, December 1, 1849, $876082; increase during the year, $27,815. There are 64 incorporated academies in the State, with 3,864 pupils, and an aggregate of $61,694 paid for tuition; also, 1,047 unincorporated academies and private schools, &c., with 27,583 scholars, and an aggregate of $240,780 paid for tuition. There are also local funds for the support of academies, &c., to the amount of $354,620, yielding an income of $21,584. Number of volumes in school libraries, 91,539. Value, $42,707. Value of apparatus, $23,826. The value of the public school-houses in the State in 1848, was $2,750,000, of which $2,200,000 had been expended since 1838. There are three Normal Schools supported by the State, at an annual cost of about $6,500 ;one at Westfield, one at West Newton, and one at Bridgewater, -averaging annually, in all, 225 pupils.-Am. Almanac.

STATE REFORM SCHOOL, WESTBORO'.

W. R. Lincoln, Superintendent.

Boys in the school, December 1, 1848, 23; received since, 311; discharged during the year, 24; remaining November 30, 1849, 310. 3 were 7 years old; 10 were 8; 17 were 9; 27 were 10; 36 were 11; 46 were 12; 33 were 13; 59 were 14; 69 were 15; 3 were 16; 3 were 17; 1 was 18; 2 were 19; and the age of one was unknown. 119 were committed for larcency; 5 for breaking and entering with intent to steal; 21 for breaking and entering, and larceny; 20 as idle and disorderly; 2 for having obscene books for circulation; and 110 for stubbornness. 247 were committed during minority; 8 for 5 years; 22 for 3 years; 18 for 2 years; and 18 for 1 year. 112 were received from Suffolk County; 68 from Middlesex, 66 from Essex, 31 from Barnstable, 24 from Worcester, 19 from Norfolk, and 6 from Bristol. 268 were born in the United States, and 66 in foreign countries. All the boys are employed during a portion of the day at some mechanical, agricultural, or domestic labor. They do the washing, ironing, and cooking, and make and mend their own clothes. Each day, 4 hours are devoted to school, 6 to labor, 8 1-2 to sleep, and 5 1-2 to recreation and miscellaneous duties. 180 acres of land were orginally purchased, and since that time an adjoining farm had been added. The buildings can accommodate

about 300. boys. The health of the boys is good. For more than five months preceding November 30, 1849, there was not a single case requiring the aid of a physician.-Am. Almanac.

SCHOOLS IN BOSTON.

Extracted from the Inaugural Address of Mr. Bigelow, Mayor of the City of Boston for the year 1851.

The cities and towns which constitute our business neighborhood, have an aggregate population as large as that of the metropolis, and in connection therewith, constitute a community unexcelled for industrious thrift and social privileges and institutions. These blessings being the result, directly or indirectly, of the system of popular education founded by our fathers, it is proper that our schools should have precedence in an official survey of the municipal affairs of Boston.

There are at this time in attendance upon our public schools, nearly 21,000 pupils. The whole number of these schools (viz.: the Primary, Grammar, English High and Latin Schools) is two hundred. Within the year there has been expended from the City Treasury, for instruction, $182,000; for repairs, fuel, and other incidental expenses of school-houses, $56,500; for new school-houses, $56,000; -the aggregate amounting to $294,500. The public schools, in general, are in a highly satisfactory condition, and the Committees having them in charge have been diligently faithful to their responsible trusts. With all the excellence of our system of instruction, I think it has an important failing in the endeavor to accomplish too much, especially when I consider the limited time during which our youth can have the benefit of the schools. A less number of studies, carefully reserving those having the most important practical bearing upon mental improvement, would secure the great ends of popular education better than ambitious endeavors to teach almost every thing. These, in too many cases, result in an imperfect acquaintance, on the part of the pupil, with those branches which are most essential to his progress and happiness in life.

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SCHOOLS IN CHARLESTOWN.

Extracts from the Inaugural Address of Mr. Frothingham, Mayor of the City of Charlestown for the year 1851.

The most important interest of the government is our system of free schools. It is connected with the past by the most honorable sanctions; it is endeared to the present by the benefits it has spread over society; while it affords the surest means of working out good for the future. It owes its origin and its constant maintenance to a deep sense of the obligation which

society is under-according to its ability to provide an opportunity where every child may receive instruction. It is believed that public sentiment here is sound on this subject; and that in this favored period, it is regarded as one of the highest of public duties to maintain the common schools at a standard demanded by the general progress of the age.

This department now consists of 25 primary schools, containing 1758 pupils: 8 grammar schools, with 1293 pupils, and 1 high school, of 73 pupils, supported last year by an appropriation of $25,000.

The grammar schools deserve, in a peculiar manner, the fostering care of the government. Nearly all the children attend them; and as many pupils are taken out by their parents at an early age, it ought to be borne in mind, that they furnish all the school advantages which such children enjoy, to prepare for the active duties of life. It is therefore of the utmost importance that they should be as spirited, should be as attractive, should be as efficient-in a word, should be kept at as high a standard as it is practicable for schools of this grade. In former years they have been regarded as equalling in efficiency many of the schools called high schools; and it is a striking illustration of this efficiency that, in 1848, there were more than fifty who had graduated from them during the eight years previous, who, without other academic instruction, were then filling responsible stations as teachers in this city, or in neighboring towns, or in Boston.

I do not hesitate to recommend the appropriations that may be necessary to maintain these schools in all proper efficiency. But neither expensive school-houses nor large appropriations are sufficient to make good schools. These depend on a variety of influences. Steady, quiet, persevering effort, harmony between the school committee and the teachers, harmony between the teachers of a school, the coöperating feeling of parents, will promote their prosperity. And as to the school itself, it is not a particular method that will insure progress, but it is the mind that works the method. Hence good schools depend on the teachers. If they be capable, industrious, patient, pleasing in their manner, governing more by the reasoning head than by the heavy hand, the school will show it in cheerful obedience and steady progress; if they be otherwise, whatever may be their numbers, the result will not be satisfactory. But their selection, and the management of the schools, devolve on the school committee; and hence the welfare of this most interesting branch of public service depends on the intelligence, good sense, and energy of this important board. Our common schools, under a wise administration, cannot fail to make their mark on our community. Successive generations will grow up under

their silent and beneficent influences, each developing in a higher degree the true purposes of being, and each better prepared to render service to their fellow-men.

SCHOOLS IN ROXBURY.

We learn from the Norfolk County Journal, that there are 47 public schools in that city, with 65 teachers and 3,600 pupils. The schools are divided as follows: 30 primary, 1 intermediate, 4 grammar schools, and 2 high schools, which are supported chiefly by funds established for the purpose, viz.: the Latin School, which by act of the Legislature was submitted for the High School required by statute, and the Eliot School, on Jamaica Plain.

SCHOOLS IN NEW YORK.

The whole number of children taught in the public schools of New York, within the year 1849, was 749,500. Amount of teachers' wages, $1,322,696.

SCHOOLS IN PHILADELPHIA.

The number of public schools in the city and county of Philadelphia is 258; one Normal School; fifty-three grammar schools; twenty-nine secondary; one hundred and thirty primary, and forty unclassified. Scholars, 23,706 boys; 21,677 girls; 81 male and 646 female teachers. The expenditure during the last school year was $332,433 21. The expense of the High School during the year was $15,600 37, and the number of scholars 485.

The Board of Controllers of the Public Schools have passed a resolution increasing the salaries of all teachers receiving $125 per annum to $150. The resolution passed with but one dissenting voice.

POPULATION OF THE GLOBE.

Africa, variously estimated from 60,000,000 to 101,000,000 American States, .

Asia, including Islands,

Australia and Australian group of Islands,

Europe,

Polynesia, (a mere estimate, as there are few

53,995,816

429,600,000

1,368,000

252,589,972

1,500,000

840,053,788