other, the western coast of America, with the Pacific ocean, and its numerous groups of islands which intervene, for the purpose of showing the nearest approach which the old and new continents make to each other, and the relative positions of the islands and countries connected with the Pacific.-8. A map or chart of Moral geography, exhibiting the prevailing religion of the several countries, and the moral state of their inhabitants, which might be distinguished, either by different colours or by different shades in the engraving. In this map the countries enlightened by Christianity, and those which are still shrouded in Pagan darkness, might be exhibited at one view; for the purpose of showing to the young what an immense portion of the world is still immersed in heathen ignorance and idolatry, and what exertions are still requisite for enlightening the benighted notions; and for the purpose of stimulating them to bear a part in those philanthropic movements which are now going forward for the enlightening and renovation of the world.-9. Views of cities, public buildings, mountains, caves, grottos, volcanoes, interesting landscapes, and whatever scenes or objects are most striking on the surface of the globe. Some of these views might be exhibited by the optical diagonal machine formerly described.-10. Sets of coloured maps of the quarters of the globe, and its different countries, delineated in the usual way.-11. A projection of the globe on the horizon of the particular country where the pupils reside, for the purpose of showing the bearings and distances of places from the country in which they are placed.-12. Slate globes, on which the pupil may trace with a pencil the circles of the sphere, the ranges of mountains, the course of rivers, the outlines of continents and islands, and whatever else may tend to familiarize his mind to the general arrangements of the earth. On such globes mistakes may be remedied and inaccuracies corrected by the application of the sponge; and, after the pupil has been for some time accustomed to such delineations, he will soon acquire a clear and comprehensive view of the outlines of the globe, and become familiar with the relative positions of its continents, seas, and islands.-13. Delineations of the comparative heights of the principal mountains on the globe-the mountains in the eastern and western hemispheres being arranged in two separate groups. On the same sheet might likewise be delineated, comparative views of the heights of different ranges, arranging them into six or seven classes, beginning with views of such mountains as those of Scotland, Wales, and Ireland, which do fot much exceed 4000 feet, and gradually proceeding to such as the Cordilleras and the Himalaya, whose summits reach an eleva

tion of above 20,000 feet.-14. Models of particular countries might occasionally be made of wax or other materials, particularly of mountainous regions, for the purpose of exhibiting an idea of the scenery of a country, the windings of its rivers, and the comparative height of its mountains above the general level of its surface. No map can convey an idea of such particulars, or of the general appearance and prominent features of any country, similar to that of a well-executed model. I have seen in the Museum of the University of Edinburgh, several models of the kind to which I allude, of the vales and mountainous regions of Switzerland, in which the position of the towns, the course of the rivers, the lakes, the lines of roads, the vales, the rocks, the forests, and the comparative elevation of the mountains, are exhibited, as if one were looking down upon the country from the clouds. The only objection to such models would be the difficulty of getting them executed, and the consequent expense which would be incurred. But, if one model were accurately executed, others could easily be taken from it, on the same principle as phrenologists take casts of the human skull.

By the assistance of such maps and delineations, and with the aid of a judicious text-book, comprising a comprehensive view of the outlines of physical, mathematical, civil, statistical, and historical geography, an enlightened teacher will be enabled gradually to lead his pupils forward to luminous views of this interesting subject. In describing the different countries, he should give a comprehensive outline of whatever is peculiar to each country, and select, for particular description, whatever interesting objects of nature or art may have a tendency to excite the attention and gratify the curiosity of his pupils, referring them to their larger systems of geography for more minute details. In such descriptions, the details of moral, statistical, and religious geography should occupy a more prominent place than they generally do in our systems of geography and scholastic courses on this subject. The statistics of our own country, of the various states of Europe, and particularly of the United States of America, which are very imperfectly known, and respecting which there. exist numerous misconceptions and unreasonable prejudices on this side of the Atlantic, should be particularly detailed. The moral and mental degradation of the heathen world; the missionary stations which have been fixed in different parts of it for counteracting the influence of barbarism and idolatry, and diffusing the light of divine knowledge; the various success which has accompanied such undertakings; and the philanthropic enerprises which are now going forward in different countries for

the moral renovation of mankind, should be depicted to the view of the young with all the vividness and energy which the importance of such subjects demands, in order to allure them to the consideration of such objects, and to secure their endeavours in promoting them. It is a striking and melancholy feature in the records of our race, that almost the whole of history and historical geography is occupied with details of the miseries of mankind, produced by ambition, avarice, and injustice, the tyranny of despots, and the desolations of war; and that scarcely a bright spot can be perceived on the surface of the globe, and amidst the gloomy records of past generations, on which the eye of benevolence can rest with unmingled delight. Hence it has happened, that we have scarcely a history of the operations of pure philanthropy, except in the instance of our Saviour and his apostles. And now, when philanthropic plans have been formed, and benevolent enterprises are carrying on, our geographers and men of science, so long accustomed to blaze abroad the exploits of ambition and malignity, will scarcely condescend to notice or record the operations by which the moral world is beginning to be enlightened and regenerated. This is not what it ought to be, or what we ought to expect from those who are engaged in the dif fusion of knowledge. All knowledge should be directed so as to have a moral bearing, and to stimulate the mental activities of the young to those benevolent exertions by which the best interests of their fellow-men, in every land, may be promoted.

Geographical compendiums for the use of schools should be clear and comprehensive in their details, and enlivened with occasional picturesque descriptions of human scenery and of natural and artificial objects, which may be illustrated with neat engravings. They should also abound with questions and exercises of every description connected with the subject, to afford scope for the industry of the pupil, and for the exercise of his judgment and reasoning powers. But, however excellent the plan and details of any school-book may be, it ought by no means to be considered as superseding the more familiar illustrations of the teacher, and the conversational lectures alluded to above. No man can be a successful teacher of this science, but he who has a familiar and comprehensive knowledge of all the subjects connected with it, and who can, at any time, illustrate its principles and facts by viva voce descriptions and elucidations, which always make a deeper impression on the young mind than can be produced by the mere perusal of the best treatises. In working the usual problems on the terrestrial globe, (some of which are of little practical importance,) due care should be taken, that the

pupils be not guided merely by the rules given for the respective problems, but that they understand the reasons why they turn the globe in this or that direction-elevate the pole to a certain degree above the horizon-or set the horary circle to a given hour. In problems which have a reference to the difference of time at different places, they may be taught to perform the operations by a mental calculation, and to ascertain, in the course of a few seconds, what nations have noon, midnight, morning or evening, at a given hour, or summer or winter, spring or autumn, on a given day or month. In commencing the study of geography, a plan or map of the town or village in which the pupils are taught, along with the adjacent country, and some of its prominent objects, might be laid before them, as introductory to the study and expla nation of maps. On this map, they might be directed to attend to the cardinal points of the compass, the boundaries of the town, the streamlets or rivers, ponds or hills, and the bearings of the different streets, lanes, public buildings, and other objects, from each other; and various questions and exercises in reference to such objects might be proposed, which would excite a spirit of observation, and prepare them for understanding maps of countries on a larger scale. A map of the county, and then a map of the state or kingdom, might next form the subject of attention, which would prepare them for the study of the particular quarter of the globe in which they reside, and of all the other countries, seas, and oceans, dispersed over the surface of the earth. This plan is evidently in conformity to the order of nature, although directly opposite to the order generally pursued.*

* Since writing the preceding parts of this work, I have been favoured, through the liberality of a respected literary correspondent in the State of Connecticut, North America, with a variety of school-books on geography and other subjects, which have an extensive circulation in the New-England States. Among these are the following:-1. Woodbridge's "System of Universal Geography, on the principles of comparison and classification 5th edition, 1833." This work, comprised in a thick 12mo. volume of 500 very closely printed pages, comprehends an immense mass of inform ation on physical, civil, and statistical geography, including descriptions of a great variety of facts in relation to the geological structure of the earth. It is illustrated by nearly a hundred engravings of natural and artificial objects; such as sections of rivers, canals, comparative elevation of mountains, cataracts, races of man, geological sections, cities and public buildings, which both enliven and elucidate the descriptions. Appended to this work, is a lucid and judicious compend of "Ancient Geography, as connected with Chronology," including sketches of sacred history, mythology, and the early history of mankind, by Mrs. Willard-a lady who appears to have made considerable researches into the different departments of geographical science, and to have promoted the cause of general educa.

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SECTION VII.-Geology.

Geology is a science which, of late years, has excited the attention of philosophers, naturalists, and theologians; and, in conse tion. Both these works are admirably calculated for the higher classes in schools, and abound with a great number of questions and exercises, for stimulating the attention and ingenuity of the young. Had this volume been sparsely printed, according to the fashion that prevailed 20 or 30 years ago, like "Playfair's Geography," and other works, it would have occupied two or three quarto volumes of 1500 pages.-2. Woodbridge's "Rudiments of Geography, on a new plan," 18mo. containing 208 closely printed pages and about 170 cuts, and comprising a very considerable portion of information on the different departments of geography. It may be considered as partly an abridgment of the larger work noticed above, and partly an introduction to it. The cuts, though small, are sufficiently vivid and distinct to convey an accurate idea of the objects they are intended to represent. It has passed through seventeen editions, comprising more than 200,000 copies. Mr. Woodbridge is a corresponding member of the Geographical Society of Paris, and Editor of the American "Annals of Education;" and a gentleman who appears to be quite familiar with all the departments of geogra phical, physical, and mathematical science. His geographical works are rich in information in respect to every topic connected with his general subject, and have received the approbation of the Geographical Society of Paris, and of many scientific characters on the continent of Europe, particularly Humboldt and Fellenberg.-3. "A Practical System of Modern Geography," by J. Olney, A. M.-an 18mo. of 288 pages, closely printed on a plan some what similar to Woodbridge's Rudiments, illustrated with nearly a hundred engravings, and containing a very considerable portion of useful information. This work has passed through fifteen editions.-4. "The Malte-Brun School Geography," by Mr. Goodrich, a large 18mo. volume of nearly 300 pages, and containing about 133 engravings. This work contains a larger quantity of letter-press than the two former, and a great variety of facts in relation to civil and descriptive geography, but is not so full as Woodbridge's volumes in its details of physical and statistical geography. Fifteen thousand copies of this work were sold in the space of eighteen months from the date of its first publication. The Atlases belonging to these works are beautifully executed, and contain several of the projections I have suggested above, besides sets of maps as usually delineated, along with a variety of useful descriptions and statistical tables. In the Atlas which accompanies Olney's "Practical System," the population of the respective towns and cities can be ascertained at a glance, by means of certain characters and figures connected with their names. Hall's "Child's Book of Geography," and Peter Parley's" Geography for Children, " each of them containing about a hundred pages, in a square 18mo. size, and embellished with a variety of inaps and cuts, appear well calculated to interest the minds of youth, and to convey a general idea of the leading features of the world. Some of the above works, with a few alterations, might be published with advantage in Great Britain. They contain more particular maps and descriptions of the United States than are to be found in geographical works published on this side of the Atlantic. A comprehensive and useful compend of geography for the use of schools, might be compiled from the volumes now mentioned