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classes examined, since we observed the teaching of those who were appointed to the lower classes to be much more satisfactory in this respect.

While we have great pleasure in bearing testimony to the excellent manner in which some of the teachers conducted the examination, and maintained the order and attention of their classes, it is gratifying to be able to state that in no case have we to express decided disapprobation. All seemed to take pains, and it was satisfactory to observe that their success appeared chiefly to depend on the more lengthened opportunities of instruction they had derived from longer residence in the Institution; the distinction between those who had been three years, and those who had passed only one in the College, being most marked.

Instruction by mouth of the master, we conceive may be divided into oral and catechetical; in oral instruction, as applicable to teaching in schools, the master conveys knowledge in a sort of lecture. He does not propose to the child simply to understand the subject by its own exertions as it best can, but breaks down difficulties, illustrates with collateral information, points out the mistakes likely to be made, rectifies any error which from its own individual habit of thought or from circumstances connected with its position the child may be likely to fall into, and thus endeavours to make a strong impression on the mind of the child, and convey a complete idea of the subject propounded.

The catechetical mode is not of such a high order, nor does it require such enlarged powers in the teacher. It consists in permitting the child to acquire for itself from books, almost without the assistance of the master, whatever knowledge of the subject in hand that he can, and the master's duty is simply to draw it out of the child afterwards by judicious questioning.

A really efficient teacher will know how to adopt both these methods with success. He will commence his lesson with oral teaching, and accompany and conclude it with catechetical. Too frequently oral teaching degenerates into mere preaching, and shoots far above the heads of the children addressed; while catechetical teaching is often the driest and most unprofitable exercise that can occupy a schoolboy's attention.

We are of opinion that attention is too exclusively paid in. this establishment to the catechetical form of instruction, whilst not much attempt is made at oral teaching, and to this fact we attribute a general deficiency of illustrative power, and of exposition, and a certain want of fluency in language; but, on the other hand, much of the evil of inflated style and vulgar exaggeration of insignificant details is avoided.

Perhaps, therefore, for men of ordinary acquirements, and with no great fund of reading or copiousness of the error

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arising from the sole employment of the catechetical method (so successfully practised in this establishment) is one on the safe side. But we would express a hope, that, when the students shall pass a longer period at the College, more attention will be directed to the oral style of teaching, as most important both for displaying and cultivating the intelligence of the master and securing the instruction of the pupil.

In the paper work of the examination upon the art of teaching, the difference between those who had enjoyed lengthened training, and those training for shorter periods, is most manifest. The writings of those who have had but one year are almost universally deficient in order, arrangement, method, and power of illustration; while the compositions of those having had the advantage of three years' training are mostly very commendable, and sometimes of a very superior order.

The boys examined were under good management, and we had consequently little opportunity of observing the powers of the teachers to maintain discipline; but we took notice, that order was generally well preserved, and the attention of the boys to the teachers merited our best commendation.

It is pleasing to be able to add, that the knowledge conveyed by the teachers, if not so extensive or complete as we might have desired, was at least sound and accurate, and for the most part useful; and that with many substantial qualities the teachers were in general exceedingly modest and unpretending, and though there was often great earnestness of manner, it was unaccompanied by any offensive or disagreeable peculiarities. We were also surprised at a comparative freedom from provincialisms in their pronunciation and language.

There was in their answers to questions on the art of teaching great variety of view, as it was natural to expect; but in general they appeared to have thought carefully on the most important points of school teaching, to have formed independent views, and to have formed them with great correctness. They did not, however, display any extended information on the subject; and frequently methods were recommended which belong rather to the past than the present state of the art.

In our opinion much advantage would result to the Institution by the adoption of a course of instruction expressly relating to this most important branch of a teacher's duties. From what we learned also respecting the practice afforded to the students by teaching in the Middle and Normal schools, it would seem desirable that much superintendence and positive instruction upon this subject should be systematically afforded.

For the want of this bad habits are often contracted, and a steady, continuous improvement cannot be secured. The Institution, however, has hitherto had so many difficulties to contend with, that in this and many other respects it has not been able

to effect all that its supporters and managers feel to be requisite. We believe, with attention to the points above mentioned, the students of this Institution would make complete teachers, and we are willing to hope that even in their present state they will be found valuable instructors in the village schools to which their duties will be mostly confined. We have, &c.,

"The Secretary of the Committee of Council on Education.

(Signed)

A. THURTELL.

M. MITCHELL.

STATE OF POPULAR EDUCATION IN FOREIGN PARTS,

Privy Council Office, Downing Street, June 30, 1848. THE Committee of Council on Education, having esteemed it desirable to ascertain the modes of conducting popular instruction in foreign countries, applied for information in September last, through the aid of Her Majesty's Secretary of State for Foreign Affairs, from the governments of the principal states of Europe and America. Answers were not received from all, perhaps on account of the political excitement that prevailed in many countries; and the communications that were received were in each case confined to the transmission of the usual tables prepared for publication. From these the statements contained in the following pages have been extracted.*

At present there appears to be no country in Europe in which public instruction is not directed or managed by a department of the government. The schools are universally subjected to inspection, and their state is annually reported upon. In all of them the books used are controlled by the Boards of Education, through whose agency, and at whose recommendation, the aid deemed expedient to be afforded by Government is distributed. The cost of public instruction is in some countries defrayed by incomes from endowments; and in the north of Italy these, united with the communal contributions, suffice to allow primary instruction to be gratuitously given. In the countries of Central Europe schoolmoney levied on families, whether the children attend the parochial school or are otherwise instructed, is raised by the school authorities, but at a moderate rate; and in those countries the law compels parents to send their children to school, or at least to the periodical examinations. Supplementary aid from Government is universal, both to schools and colleges. The admission to colleges, universities, and offices under government, is made dependent upon school certificates, in addition to those of baptism and confirmation amongst Christians.

In the United States the plan of raising a regular school rate, irrespective of the attendance of children at the parish schools, was first adopted in Pennsylvania, where the Germanic population is largest. The same system is now in force in different parts of the Union, and the local governments are endeavouring to establish the inspection of schools, which is found to be essential to a good system of popular education. A difficulty in the United States seems to lie in the want of a special Board, invested with the power of superintending a large portion of the population, the absence of which occasions the burthen to fall more heavily than is convenient upon those public-spirited citizens who undertake the duty in their respective localities.

* By T. C. Banfield, Esq., of the Privy Council Office.

PUBLIC INSTRUCTION IN PRUSSIA.

The palm belongs to Germany of having first associated the school with the church as an inseparable accompaniment to parochial organization. In every German state the inhabitant of each parish is by birth a participator in, and is consequently bound by obligations to, the system of public instruction which has been adopted by the State. Prussia has done most towards perfecting, on a large scale, the system of popular instruction which most closely suits itself to the wants and abilities of a large nation.

In Prussia the school emanates from the locality where it is found. Poors'-rates have not been generally exacted in any part of the kingdom, but school-money has long been levied as a rate incumbent upon all who have children. The rate varies from 3d. to 6d. per month, according to circumstances; but a proof of pauperism suffices to cause it to be remitted, and even the poorest are not debarred the advantages of education. The school reflects the character of the population of each locality. The religious profession, the industrial tendency of the community, give each their imprint to the mode of teaching. But as formal religious instruction is always given by the pastors of the towns and villages, it is found easy to combine children of different religious persuasions in the same establishment without inducing collisions between them or their parents.

The Prussian government has furnished Her Majesty's Minister at Berlin with unpublished documents concerning school attendance, from which the following survey of the state of elementary education throughout the kingdom is taken. The number at school is shown to have been at the close of 1846,

In country schools, 955,386 boys, and 927,656 girls; In town schools, 280,062 boys, and 270,229 girls; making a total of 2,433,333 at elementary schools. If the scholars at schools of a higher description, including the gymnasia or grammar schools, of which no return is here given, be added, the total enjoying school education in 1846 was 2,542,961 scholars of both sexes, or in proportion to a population of 16,000,000 of souls as 1 to 6.

Respecting the outlay for these schools, the tables communicate little information, since they do not include the contributions in the shape of school-money levied from the parents of the children who attend the elementary schools. The grant from the State budget in aid of elementary schools amounted in 1845 to 37,000Z., and the sum appropriated in the same year for educational institutions of all kinds was 1,138,050 dollars, or 170,2077. 10s.

There is a minister of public instruction at Berlin, who is also at the head of church affairs, and communicates through the local Consistories in the provinces with which he corresponds. School Inspectors are appointed to various districts, one of whom is always the Superintendent or Bishop of the district.

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