like lions, crowed like cocks, mewed like cats, just as they were bid.” § 15. The subject that was next handled had also the effect of making the strangers laugh, till a severe reproof from Herr Wolke restored their gravity. A picture was brought, in which was represented a sad-looking woman, whose person indicated the approaching arrival of another subject for education. From one part of the picture it also appeared that the prospective mother, with a prodigality of forethought, had got ready clothing for both a boy and a girl. After a warning from Herr Wolke, that this was a most serious and important subject, the children were questioned on the topics the picture suggested. They were further taught the debt of gratitude they owed to their mothers, and the German fiction about the stork was dismissed with due contempt. § 16. Next came the examination in arithmetic. Here there seems to have been nothing remarkable, except that all the rules were worked _vivâ voce_. From the arithmetic Herr Wolke went on to an “Attempt at various small drawings.” He asked the children what he should draw. Some one answered _leonem_. He then pretended he was drawing a lion, but put a beak to it; whereupon the children shouted _Non est Leo—leones non habent rostrum!_ He went on to other subjects, as the children directed him, sometimes going wrong that the children might put him right. In the next exercise dice were introduced, and the children threw to see who should give an account of an engraving. The engravings represented workmen at their different trades, and the child had to explain the process, the tools, &c. A lesson on ploughing and harrowing was given in French, and another, on Alexander’s expedition to India, in Latin. Four of the pupils translated passages from Curtius and from Castalio’s Bible, which were read to them. “These children,” said the teacher, “knew not a word of Latin a year ago.” “The listeners were well pleased with the Latin,” writes Fred, “except two or three, whom I heard grumbling that this was all child’s play, and that if Cicero, Livy, and Horace were introduced, it would soon be seen what was the value of Philanthropinist Latin.” After the examination, two comedies were acted by the children, one in French, the other in German. Most of the strangers seem to have left Dessau with a favourable impression of the Philanthropin. They were especially struck with the brightness and animation of the children.