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Grade 1 of the Cosmographic Course.

A brief and simple but impressive account of the Solar System would begin this Course, deeply engraving on the minds of the junior pupils, outlines probably not so entirely new to them as those of Physical Science. Everything should be postponed for a future period that might render these Elements of Astronomy a matter of hard study, or dry calculation. The memory should not be burthened with rows of figures, nor with more Constellations than might serve to give interest to winter evenings; and whilst the celestial mechanism should be made clear, easy, and attractive, by the use of the most effective apparatus and diagrams, care should be taken to preserve in those great revelations of modern Science, that majesty through which they awaken the highest aspirations of religious feeling.

Without going into conflicting cosmogonic theories, one might mark out hypothetically, and for the more convenient classification of existing geological appearances, the several stages of the Earth's History, of which those appearances are the mysterious records. This should be done cursorily, promising to respond in the next Period with a review of fossil remains, to the curiosity which a glance at the wonders of successive epochs is now intended to excite.

Taking next the Earth as at present constituted, one may give the pupils an opportunity of admiring all they can reasonably be expected to understand of the great features and phenomena of Physical Geography, and this may bring them to the conclusion of the 78 Lessons, or thereabouts, allotted to the Cosmographic Course in the first year.

At the opening of the second year of this Course, the pupils, who would have acquired elementary notions of Chemistry in the collateral course of the previous year, page 24 might be told of the three great divisions or Kingdoms of Nature, and of the manner in which the Science long known as Natural History, describes and classifies the objects comprised in these three natural divisions, according to distinctive characters, the detailed study and comparison of which is called Diagnosis.

It is worthy of remark, though scarcely a matter of surprise, that Mineralogy seems to have lost favor as a branch of Natural History, and whilst a very limited number of observers still pursue it per se on crystallo-graphic principles, the most useful Minerals are chiefly studied either chemically or geologically. As an off-set of Mineralogy in this latter direction, Lithology, or the study of ordinary Rocks and Stones, is both easy and interesting, and a review of the most useful ones would suitably occupy a few weeks at the resumption of the Cosmographic Course in the second scholastic year. The rudimentary chemical knowledge which it would involve would as stated above, have been supplied by the Bionomic Course of the preceding year, and in return, the lithological knowledge now acquired would be an accommodation to the Bionomic Teacher, who would find his pupils prepared in time for what be would have to say concerning the various kinds of Building Stone. I mention this as one among the many instances which might be adduced to show how necessary it is, that unity of purpose, and concerted arrangement should prevail throughout the instruction given by different Masters. Sometimes also it might be found necessary to move certain subjects, or portions of subjects, from their natural places, in order to make them coincide with seasons of the year specially favorable to their prosecution.

I will assume Mineralogy, or rather Lithology, Botany, and Zoology to divide between them, according to their respective importance and mutual convenience, the 78 hours of study available for the second year of page 25 the Cosmographic Course. This would be little indeed for a definitive range of instruction, but sufficient under good management, for initiating pursuits to be followed out in the next Period.

The main features of the Botanical Series would be as follows: a. Outlines of Structural Botany, b. Technical language of Diagnosis.^* c. Practice at Diagnosis, either by finding out the names of easy indigenous Plants, under the supervision, and with the occasional assistance of the Teacher, or by carefully collating the various characteristics of fresh or dried specimens, or of reliable leones, with detailed descriptions.—The botanical studies of this first Period would be easy, practical, and entertaining; the more useful aims of this delightful Science would be reserved for the second Period.

Of Zoology not more would be required than might be rendered both easy and entertaining. The great divisions, and the most important of the subdivisions, are founded on characters easily understood and remembered, whilst the abstruse titles used in some departments, as for instance those of the Orders of Fishes, may be altogether avoided with little detriment. The main purpose in view, would be to convey a kind of knowledge which of its nature finds very ready access to the youthful mind, namely the manifold utility, remarkable instincts and habits, and marvellous peculiarities exhibited by the living tribes. Classification would be used to assist, not to tax the memory, and scientific nomenclature would in this department be rendered less prominent than elsewhere, in order to leave freer scope to sentiments of grateful admiration. Whether the Animal Kingdom be reviewed in descending page 26 or ascending progression, Man will be equally the chief structural type and centre of comparison. In both the Courses of which I have been sketching the First Grade, the pupils would be prompted to feel something like a personal interest, seeing as they would, so many rays of scientific light made to converge towards themselves, laden with intellectual and practical benefits. At the same time they would be taught constantly to raise their thoughts towards the Author of all good things, and to prove their grateful appreciation of these manifold gifts, by devoting their improved physical vigour and intellectual abilities, to the pious task of doing good.