quadrangle 145 feet in length and 80 in depth. The massive walls are constructed of 950,000 brick, four stories in height. The observatory surrounding the whole is 96 feet above the ground, and contains a telescope equatorially mounted, and affords a view of landscapes indescribably beautiful and luxuriant, to a wide extent.

A minute description of the building, including the apparatus for warming, lighting, ventilating, watering, etc., would fill a volume; but we may give fairly an outline of these arrangements in an extract from the seventh annual catalogue, now before us.

"A copious circulation of pure air in every dwelling or sleeping apartment is not only eminently salutary in itself, but is also an indispensable condition to the success of all other sanitary measures. To secure this we have spared no pains or expense. Through the agency of steam, the entire atmosphere of the building is renewed as often as twice in every hour! A copious current of pure air enters at the top of a distant tower, pervades a cool subterranean passage 200 feet in length, enters chambers beneath the basement, is there attempered by the mild radiation of steam pipes, and thence arises by numerous flues to every part above, filling the house with a summer air in winter and a winter air in summer-never dried and burned as it were by contact with the red-hot iron of furnaces and stoves. The boilers whence the steam is supplied for warmth and motive power, are placed in a separate building near 200 feet removed from the buildings which they warm.”

The arrangements for gas-lighting, watering, extinguishing fires, sewerage, cooking, &c., are all equally elaborate, and justify us in pronouncing this edifice superior to any hitherto erected in this country west of the Alleghanies.

The Professional Department under the direction of Prof. Wood and his Lady, has always aimed at substantial attainments in science and literature, rather than the showy and ornamental, seeking meanwhile to give to each department its due consideration. Deeply impressed with the unsettled and indeterminate state of our collegiate schools in regard to the liberal education of females, the variety of standards, the indefiniteness of degrees and titles, and the consequent worthlessness of Diplomas, the Faculty of this college have labored assiduously during the last two years to introduce uniformity in the practice of all our colleges for females in regard to these important matters.

Perhaps we shall be pardoned, therefore, for presenting here, in closing this article, the course of study pursued in this Institution, and the standard of qualification requisite to the attainment of the Degrees,

hoping that our coadjutors in female education will read, ponder, and either amend or adopt.

PREPARATORY STUDIES- FIRST YEAR.

First Term.-Mental Arithmetic, Modern Geography, History of the United States, Reading, Spelling, Writing.

Second Term.-Written Arithmetic, English Grammar, Watts, Reading, Spelling, Writing.

Third Term.-Written Arithmetic, English Grammar, Reviews, Reading, Writing, Spelling.

SECOND YEAR.

First Term.-Latin Grammar, Familiar Science, Arithmetic, Reading, Spelling, Writing.

Second Term.-Latin Reader, Arithmetic, U. S. Government, Reading, Spelling, Writing.

Third Term.-Latin Reader, First Lessons in Botany.

Reviews.-Reading, etc.

Scripture Lessons semi-weekly. Exercises in Composition weekly, both years.

COLLEGIATE COURSE-JANITOR.

First Term.-Algebra, General History, Bible Geography, Genesis, Job, Gospels.

Second Term.-Algebra, Botany, Ancient Geography and Mythology, Genesis, Exodus, Gospels.

Third Term.-Book-Keeping, Botany.

Reviews.-Leviticus, Numbers, Gospels.

Compositions and Readings throughout the year.

TEMPLAR.

First Term.-Geometry, Intellectual Philosophy, Botanical Analysis, Drawing, Deuteronomy, Joshua, Judges, Gospels.

Second Term.-Geometry, Rhetoric, Drawing and Perspective, Ruth, Samuel, I Kings, Acts and Galatians.

Third Term.-Algebra, Physiology.

Reviews.-II Kings, I Chronicles, Psalms, Acts, I Corinthians, Thessalonians.

Compositions, Rehearsals through the year.

JUNIOR.

First Term.-Trigonometry, Natural Philosophy, Logic, Psalms, Titus, I Timothy, II Corinthians.

Second Term.-Chemistry, Ecclesiastical History, Criticisms in Cowper, II Chronicles, Proverbs, Eccl., Cant., Romans, Acts.

Third Term.-Zoology, Moral Philosophy.

Reviews.-II Chron., Esth., Ephesians, Phil., Col., Philem, James. Poetical Efforts, Rehearsals, through the year.

SENIOR.

First Term.-Astronomy, Political Economy, Criticisms in Milton, Isaiah, Jeremiah, Hebrews, II Timothy, I Peter.

Second Term.-Geology, National Theology, Evidences of Christianity, Jeremiah, Ezekiel, II Peter, Jude, John.

Third Term.-Physical Geography (Guyot,) Butler's Analogy.
Reviews.-Daniel to Malachi, Revelations.

Essays, Lessons in Music, vocal or instrumental; Crayon, Oil Painting, optional through the year and course.

SUPERADDED CLASSICAL COURSE-GRADUATES.

First Term.-Cæsar, with Latin Syntax, Greek Grammar, Surveying, with Trigonometry.

Second Term.-Cicero's Orations, Greek Reader, French Grammar and Reader.

Third Term.-Cicero, Greek Testament, French Reader, Reviews.

SUPRA GRADUATES.

First Term.-Virgil, Greek Testament, La Henriade, De Stael's Germany, Latin Prosody and Scanning.

Second Term.-Virgil, Calculus, German Grammar and Reader, Kame's Elements of Criticism.

Third Term.-Virgil, or Anabasis, German Literature, Lord's Modern History.

Translations, Essays, Scripture Exegesis through both years. Music vocal or instrumental at pleasure.

DEGREES.

Graduates in the Collegiate Course of Study are entitled to the honors of the first Degree: the Baccalaureate, entitled The Laureate of Arts, (L. A.)

Graduates in the Superadded Classical Course are entitled to the honors of the second Degree; the Crown Laureate, entitled the Laureate of Literature, (L. L.)

A. W.

SCHOOL MACHINERY.

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Every school has of necessity some kind of machinery by means of which its movements are regulated, and order and study secured. The variety of instrumentalities employed in the school room, is, probably, as great as in any other department of labor. Each agency has its zealous advocates, who claim for it superiority over all others. The Schools" in school discipline are about as numerous as in theology. The primitive agent was the rod. Even in the days of Addison its use was nearly universal-not only to improve the English boy's manners, and lop off the unnecessary shoots of his depravity, but also to awaken his understanding, quicken his dullness, and barb his genius. He was switched on the track of rectitude, and, it is to be feared, as frequently "switched off." His careless a in writing was feruled into the intended o (oh!). Even the false quantity of his Latin verse was correctly measured on his cranium; but, to his great favor, the meter was generally Adonic.

To this primitive machine have been added many inventions and improvements, though its use, the thought of which so haunted Steele for more than twenty years after his release from school, is by no means one of the "lost arts." In cases of emergency, the rod will, doubtless, ever be regarded as a sine qua non. The other extreme in school forces is love. The child is won from his waywardness, his enthusiasm kindled, his stupidity healed, and his soul warmed into an intense desire for success, by the potency of affection and good will. The inventor of love as the true art of school discipline, deserves more fervent gratitude than a Fulton or a Watts.

The medial agent-and one in pretty general use-is the tongue. Of all school forces this is the most potent. It combines the fear of the rod and the charm of affection. In its magic tones is a power strong enough to quiet the rage of a maniac, and in its discords and irritations lurks a demon, possessed of evil spirits enough to convert any school room into a pandemonium. It can flatter a stupid fellow into the belief that he is a prodigy, and put his sluggish soul into quite a brisk movement for fame; or it can sting the sensibilities with derision and shame, until the inflamation consumes every aspiration and hope of success. The " armed pedagogues," ," which were such a terror to Steele, are impotent for mischief, compared with the Xanthippes of

equally ancient fame. Another agency in the education of youth— without giving its relation to those already mentioned-is what may well be termed the motive power. Motives of personal reward, pride, self-respect, honor, ambition, duty, etc., are held up before the youthful mind, as a stimulus to effort. Neither the rod, the tongue, nor the love of his teachers, influences his conduct, or shapes his character. He studies neither through fear of, nor love to his teachers; but either to attain personal ends, or to acquire the ability of doing great future good to others. The potency of proper motives, as a means of school discipline, should not be overlooked; but the nature of the motive used, should be considered with great care. The selfishness of the human heart needs no special culture. Its aims and aspirations, on the contrary, need elevating and enlarging-the great motive for influence is duty. One has well said, that the motive truly glorious is when the mind is set "rather to do things laudable, than to purchase reputation." To give an increase of force and weight to the influence of correct motives upon the young, the fear of the punishment, consequent to an improper course of conduct, is doubtless a valuable auxiliary. It was a custom among some of the ancient Greeks to make their slaves drink to excess, and then expose them to their children, that by this means they might receive an early aversion to a vice which makes men brutal and monstrous.

These embrace, we think, the principal agents, or forces, used in the school room. The system of rules and usages-the peculiar mechanism, by means of which these forces are applied and combined into a system of culture and discipline, constitute what we mean by the machinery of a school. The forces used by different teachers are frequently the same, while the means of applying them vary greatly. There is, however, sufficient similarity in the machinery of different schools to give rise to what are called "systems." This similarity, however, pertains more to the means of ascertaining how the machinery of the school works, than to the parts and adjustments of the machinery itself.

One of these systems is known as the monitorial, and applies chiefly to the government of the school. We remember distinctly our first introduction to a large Graded, or Union School. At the right and left of the teacher sat the two monitors, with pencil and paper in hand, noting the whispering and other cases of disorder among the scholars. It was to us a novel scene. The teacher, relieved from the care of the school was giving his "undivided attention" to a recitation. It seemed a regular gala-day for the rogues, who, with eyes on monitors, vied