should be introduced most of the knowledge of nature which is suitable for children; and much, too, of what they should learn respecting the arts, by which nature is made subservient to man's use. Its useful illustration, moreover, of their little stores of history, derived from the Bible and the history of their own country,

is obvious.

HISTORY OF ENGLAND.-Some book on this subject was read in many boys' schools, and in a few girls' schools; and the children often showed considerable knowledge. None of the books, however, are well calculated for the use of schools; and it is only the inherent interest of the subject that makes the children so fond of it as they manifestly are. A really good History of England, written by one that knows children, their needs and their likings, would be a great treasure. It should be simple, but not condescending, in style. It might do little more than catalogue a good many of our kings; still such a catalogue would seem, at least, to form as good a chronological table as could be given. It should dwell on portions of greatest moment, and on individual actors in the scenes described, and concentrate about them, in vivid pictures, all that needs to be told. It should select, for description and illustration, what the poor man's child is most likely to understand and to realize by analogy with his own experience. Little of all this characterised any of the books that I found in use. The book wanted is one most difficult to produce, and requires the laborious application of rare gifts, and of opportunities rare to all but the schoolmaster. To a cultivated race of schoolmasters must we look for the supply of this, and of the many other school-books of which we stand in need.

ENGLISH GRAMMAR.-In most schools the progress made did not exceed a very imperfect acquaintance with the parts of speech; in some, however, the scholars had attained to a creditable knowledge of the chief rules of syntax. The derivation of words was not often taught; indeed no teacher, who has not some acquaintance with Latin, and who has not given special attention to the subject, can teach this with much useful effect. When properly taught, however, it is highly instructive, and leads to many a useful collateral lesson on words, and the objects for which they stand.

The great want in schools, as regards instruction in written. language, seemed to be a suitable set of exercises. Surely the dry form, in which grammar is usually presented to the advanced scholars in our National schools, is scarcely the best adapted to them. The subject would have a fresh interest and use, if employed in connexion with simple exercises in composition. most desirable, an essential, end of our school-education is to enable the child to express himself in writing, upon subjects suited to his capacity, with ease and correctness. It is no easy task to get a child to express his ideas vivâ voce with facility; and in the

A

schools of Germany a considerable time is employed, comers, solely in exercising them to do this. Much lt is it to secure a ready and correct expression of ting, without which most of the practical benefits, to from learning to write, are lost; and to do this, systeises would seem quite necessary. The best schoolsensible of the want, and strive in various ways to The Rev. Joseph Edwards, and Mr. Chambers, in ɔnal Course, have published such exercises; but I have them in use.

-In most schools this is only taught by ear, and is ; in some, however, where the teaching is only by ear, a sing very pleasingly.

'schools there was good teaching by note, and with atisfactory results. Perhaps the best instance of this kerstaffe, where there is an organ, and the schools are I closed with chanting and hymns.

řeneral Remarks on the State of Instruction.

anifest that the state of instruction in these schools is, , very imperfect. Doubtless, the next few years may ed to introduce a great improvement; but it will be by, measure, supplanting the present teachers, or by imsuch as are able and willing to improve. They are reat efforts, and they have a strong stimulus to do so; bread is at stake. There is only one practicable way, n think of, for introducing any great improvement in hey are now, viz., by the regular and systematic exertions rgyman. It has been for some time said and repeated, much truth, "As is the clergyman, so is the school." ith too much truth, because it shows the inefficiency of olmaster. As the schoolmaster improves, the duties of gyman, with respect to his school, will become less and yet the school be a more effective aid to him in his than ever; i. e., so long as the word "education" is ed to mean "religious education," and as that considerainues duly to influence the teaching.

are two principal ways in which the clergyman, by his ay benefit his school; but they will effect little good if not out systematically, with forethought, labour, and perseegularity; just as it is in every other like matter.

; the clergyman may take some part of the instruction; h the universally existing deficiency of teaching power, he ail to aid effectively the teacher's endeavours, if he do but take some definite portions of the work, corresponding with, and supplementing, the rest.

Secondly; the clergyman, by systematic and recurring exa

should be introduced most of the knowledge of nature which is suitable for children; and much, too, of what they should learn respecting the arts, by which nature is made subservient to man's use. Its useful illustration, moreover, of their little stores of history, derived from the Bible and the history of their own country, is obvious.

HISTORY OF ENGLAND.-Some book on this subject was read in many boys' schools, and in a few girls' schools; and the children. often showed considerable knowledge. None of the books, however, are well calculated for the use of schools; and it is only the inherent interest of the subject that makes the children so fond of it as they manifestly are. A really good History of England, written by one that knows children, their needs and their likings, would be a great treasure. It should be simple, but not condescending, in style. It might do little more than catalogue a good many of our kings; still such a catalogue would seem, at least, to form as good a chronological table as could be given. It should dwell on portions of greatest moment, and on individual actors in the scenes described, and concentrate about them, in vivid pictures, all that needs to be told. It should select, for description and illustration, what the poor man's child is most likely to understand and to realize by analogy with his own experience. Little of all this characterised any of the books that I found in use. The book wanted is one most difficult to produce, and requires the laborious application of rare gifts, and of opportunities rare to all but the schoolmaster. To a cultivated race of schoolmasters must we look for the supply of this, and of the many other school-books of which we stand in need.

ENGLISH GRAMMAR.-In most schools the progress made did not exceed a very imperfect acquaintance with the parts of speech; in some, however, the scholars had attained to a creditable knowledge of the chief rules of syntax. The derivation of words was not often taught; indeed no teacher, who has not some acquaintance with Latin, and who has not given special attention to the subject, can teach this with much useful effect. When properly taught, however, it is highly instructive, and leads to many a useful collateral lesson on words, and the objects for which they stand.

The great want in schools, as regards instruction in written. language, seemed to be a suitable set of exercises. Surely the dry form, in which grammar is usually presented to the advanced scholars in our National schools, is scarcely the best adapted to them. The subject would have a fresh interest and use, if employed in connexion with simple exercises in composition. most desirable, an essential, end of our school-education is to enable the child to express himself in writing, upon subjects suited to his capacity, with ease and correctness. It is no easy task to get a child to express his ideas viva voce with facility; and in the

A

higher-class schools of Germany a considerable time is employed, for the new comers, solely in exercising them to do this. Much more difficult is it to secure a ready and correct expression of ideas in writing, without which most of the practical benefits, to be derived from learning to write, are lost; and to do this, systematic exercises would seem quite necessary. The best schoolmasters are sensible of the want, and strive in various ways to supply it. The Rev. Joseph Edwards, and Mr. Chambers, in his Educational Course, have published such exercises; but I have never seen them in use.

SINGING. In most schools this is only taught by ear, and is poorly done; in some, however, where the teaching is only by ear, the children sing very pleasingly.

In a few schools there was good teaching by note, and with the most satisfactory results. Perhaps the best instance of this was at Bickerstaffe, where there is an organ, and the schools are opened and closed with chanting and hymns.

General Remarks on the State of Instruction.

It is manifest that the state of instruction in these schools is, in general, very imperfect. Doubtless, the next few years may be expected to introduce a great improvement; but it will be by, in a great measure, supplanting the present teachers, or by improving such as are able and willing to improve. They are making great efforts, and they have a strong stimulus to do so; for their bread is at stake. There is only one practicable way, that I can think of, for introducing any great improvement in them, as they are now, viz., by the regular and systematic exertions of the clergyman. It has been for some time said and repeated, with too much truth, "As is the clergyman, so is the school." I say, with too much truth, because it shows the inefficiency of the schoolmaster. As the schoolmaster improves, the duties of the clergyman, with respect to his school, will become less onerous; and yet the school be a more effective aid to him in his ministry than ever; i. e., so long as the word "education" is considered to mean "religious education," and as that consideration continues duly to influence the teaching.

There are two principal ways in which the clergyman, by his visits, may benefit his school; but they will effect little good if not carried out systematically, with forethought, labour, and persevering regularity; just as it is in every other like matter.

First; the clergyman may take some part of the instruction; and, with the universally existing deficiency of teaching power, he cannot fail to aid effectively the teacher's endeavours, if he do but take some definite portions of the work, corresponding with, and supplementing, the rest.

Secondly; the clergyman, by systematic and recurring exa

minations, which may be extremely brief, but must be carefully recorded for reference, may test the progress of each class in each principal part of its instruction. When an evil is once fairly manifested, the remedy will generally be easy enough. Had such a system been commonly pursued, I should not so frequently have heard, at my examinations, "Who could have thought it!" when the children were unable to answer the simplest questions on things with which they were considered to have been long familiar, and, not unfrequently, after the clergyman had been visiting his school with great perseverance and a great sacrifice of time.

There is one other most powerful means of improving the education in our schools, for the influence of which we must wait, viz., the interest taken in the child's progress by his parents. I am told that in Scotland this is the most effective spur to the exertions of the scholars, and affords them great aid towards their improvement. In South Lancashire considerable interest is felt by the artizan in the education of his family; but it is different with the "factory hand." A large proportion of parents here, as well as everywhere else, are too ignorant to value the learning of their children; still less can they encourage and assist them in the work of the school.

This condition of things is indeed discouraging. Still, it may be hoped that it is connected with circumstances, which, though affecting large masses of our countrymen, are peculiar, and not to be looked upon as being hopelessly permanent. They are in Lancashire, for the most part, results of the rapid formation of a population, where the elements of true civilization have not been able to keep pace with the growth of what they act upon; and improving influences of all sorts have been in a like condition. As the country becomes better educated, and a good education is made cheap, and the means of obtaining it placed at every man's door, it can scarcely fail to be better understood, and in time more highly valued. A race of only moderately well-educated parents, under such improved circumstances, will greatly aid the education of the succeeding generation. It is hardly worth speculating upon the limit that it may be possible thus to reach. It is sure to be too low; and will be made lower by premature determination. We have only to aim at making it as high as possible.

It

Perhaps it may be permitted to one, whose occupations have been undertaken from interest in them, to entertain, and to be indulged in the expression of, sanguine views of the possible, and probable, success of the cause he has laboured in promoting. is strongly impressed on my mind that persons have not yet, generally, attached anything like sufficient importance to the education of the labouring classes, that the country has not done, or thought of doing, more than a very small fraction of what it ought to do, and must do, to this end, that even the most sanguine of the current views respecting the results that might be