In connection with the article on Popular Education in Eng-educational wants of the community which has not been yet land, which we inserted in the last number of this Journal, we

it was not unnatural that, actuated by a deep conviction that they were the representatives of the past tendencies, objects, and traditions of the Presbyterian Church, those who left the Establishment should endeavour to realize, in their new capacity, the old connection of church and school. The execution of this plan would probably have been postponed until more pressing claims had been provided for, had not several of the parochial schoolmasters been unfortunately removed from their office, in consequence of their adherence to the Free Church. This gave rise to the establishment of a separate system of schools over Scotland, not determined by the educational destitution of the localities, but by the religious views of a section of the inhabitants. These schools had thus their origin in the old connection between the public schools and the Church. They now amount in number to 619, besides two normal schools; and the scholars attending them to more than 62,000. The large proportion of these schools receiving aid from the Privy Council-viz., 405, besides the normal schools-testifies to their general efficiency. The scholars are usually drawn from all denominations, especially in towns, where, except in name and management, the schools hardly preserve a denominational character. Indeed, it is certain that eighteen years' experience has considerably modified the views prevalent in the Free Church as to the constitutional connection of the church and school; and were the subject to be now considered from the beginning, the practical result would, in all likelihood, be materially different.

amounts to £77,000; and, taking the estimated populations as a
measure of proportion, this grant, if extended to Scotland, would
add about £11,000 to the sum already stated,-giving a total of
very little less than £100,000. If, as we have seen, £5,000 well
spent has materially elevated the education in the northern counties,
representing a population of a quarter of a million, what advantage
may be anticipated from £100,000, as well spent, over the whole of
Scotland?
"Now, it is of the utmost importance to find that, by those who
attend the schools, the denominational element, as among Protes-
tants, is scarcely regarded at all. The Report of the Commission
as to England, founded on a very careful inquiry, is on this point
quite decided; and also shows that, except where combined with
Church attendance, the schools have no appreciable proselytising
influence. As to Scotland, the reports of some of the inspectors
are to the like effect. If there be difficulty, it does not come from
the parents of the children, but from the managers of the schools,
who attach importance to differences to which the parents do not
give weight, where good teaching is the thing required. The condi-
tion of the burgh schools, already stated, shows that no ecclesiastical
control is necessary, either to secure religious instruction or efficient
general teaching. The reports of presbyteries to the General
Assembly for last year, where the question of religious teaching is
specially inquired into, mention no instance of the neglect of religious
teaching, so far as we observe, although they embrace 1741 non-
parochial schools, of which 51 are burgh schools, and 371 adventure
schools. The answer under this head is uniform, 'None neglect
religious instruction.' It may therefore be regarded as certain,
that no system of elementary education could be maintained in
Scotland in which religious instruction, conducted substantially as
at present, did not form a part.

"Former attempts to put the parish schools on a more national basis have failed; and we believe all such attempts will fail until the pressing necessity is better recognized. In the words of the Lord Advocate, at the meeting of the Social Science Association in Glasgow-'Of all the difficulties which stand in the way of a national system of education, one of the most conspicuous and important is the want of due appreciation on the part of the public of the real importance of the question.'

"We must here say a few words about the Privy Council system in its relation to Scotland. This can be done without any general impeachment, for it was not originally designed for Scotland, but for England. When it was established, popular education in England was afforded chiefly by benevolent societies, having an ecclesiastical or religious organization. There were no national schools; and as it was not contemplated or deemed practicable to establish them, but only by means of regulated aid to elevate and extend the existing institutions, the system was probably well adapted to that purpose, and, it must be said, has done very much to improve the quality of popular education. The Report of the Commission affords satisfactory proof of this. In Scotland it was far otherwise. There the system came into contact with an established organization of public schools, which, in many respects, it has affected injuriously. Its tendency is to dissociate them from the Universities. It has improved the mechanical part of teaching, but is introducing a lower class of teachers; less cultivated, and of inferior education, as compared with those who, in the best districts, occupy the parochial schools. Of these a large proportion have studied, during several years, at one of the Universities; in the--the interpretation of the word being extended to its original counties to which the Dick Bequest extends, one hundred of the schoolmasters are graduates in Arts. This injury, or incongruity, seems acknowledged by Sir J. K. Shuttleworth himself, who proposes to meet these cases by establishing University bursaries in favour of some of the students of the training colleges. But not only are the pupils, thus expensively and laboriously trained in the technical part of teaching, comparatively uncultivated and immature; they are also in many instances defective in scholarship, to such a degree as to disqualify them for discharging efficiently the duties of parochial schoolmasters; and yet their special training tends to favour their appointment.

"Then, more obviously, by giving aid to rival schools, this system injures the parochial school. And here the wastefulness of the system comes out prominently. In some cases it grants subsidies to two or three schools in the same locality, where one school would do the work better; for schools are not improved, but rather made worse, by the reduction of the number of pupils below a certain standard.* And this wastefulness occurs at a time when its formidable expense is limiting the efforts for popular education. It is the case of a father keeping up two establishments, while his children are crying for bread. We want aid for Gymnasia, or higher schools; we want aid for Ragged Schools; and meantime not only the public exchequer, but the public bounty, is drained of the means so much required. And the poorest classes are not reached by this system. The evidence on this point is uniform and conclusive; and it seems doubtful whether, even with the considerable amendments proposed by the Commissioners, the present system can be made available to the poorest. The amount stated in the estimates for the present year, just issued, is £803,794, showing an increase on the preceding year of £5627. The total amount of this sum appropriated to Scotland is £87,664.+ For England and Wales the capitation grant

Dr. Guthrie said, the denominational schools introduced a system of ruinous rivalry. He had been visiting a place in the Highlands, where they had three schools close together; he proposed that they should teach day about, and let two of the teachers go to the fishing, or where they liked.-Transactions, etc., p. 423. + Expenditure from Education Grants, classified according to denomination of recipients, so far as these relate to Scotland (Estimates for 1861-62 :)On schools connected with Established Church

Free Church.

Episcopal Church

Roman Catholic

£44,376 11 9

36,650 8 0
4,436 7 5
2,202 13 6

The number of schools thus aided appears (so far as we can collect them from the

The general tone of the papers read and of the discussions at that meeting, seems to show that some progress has been made towards agreement. As respects the parish schools, the practical difficulties are not great, the changes requisite not being fundamental. The appointment of the teacher might remain with the heritors, meaning, and embracing all those whose names are on the valuation roll as proprietors, or at least within some very moderate limits.*

"We have now nearly completed our task, very inadequately, but at least with a desire to do justice. The immediate obstruction we find to be the tests. The objections on the part of a large proportion of the community to any religious teaching by Act of Parliament, would be obviated, it is believed, by some such arrangement as has been proposed: the opposition to all public aid of education is, in Scotland, too exceptional to be important. "The most serious opposition comes at present from the Churches, or from those acting in their interest. Meanwhile, another generation is growing up with most inadequate means of education. It is true they do not use sufficiently the means they have, children being so early withdrawn from school; but is not that a reason why the quality should be as good as possible? The argument used for the tests, and also against any school organization not ecclesiasticalthat there will be no security otherwise for religious teaching-is not always used honestly; and it implies distrust both of the Churches and people of Scotland. From its felt importance, and from confirmed habit, a religious education has become a recognized necessity. Religious wants have greatly promoted education; more than any other cause, in its beginning, the desire to read the Bible in the vernacular; whose influence has, indeed, been pre-eminentfirst impelling to the study of letters, then providing a literature so sublime and various, that they who have pondered that solitary Book can never be an uneducated people. The nation, having now attained its majority,' may naturally refuse to continue longer under subjection in the matter of education."

enumeration in the last Report for 1859-60) to be:-Parochial, 256; General Assembly, 205 Others-Established Church, 68; Free Church, 405; Episcopalian, 77; Roman Catholic, 28,-amounting, exclusive of the Roman Catholic schools, to 1011 schools. The expense of the Establishment in connection with this system amounts to £65,205, 178., of which there is charged under the head of Inspection, £43,164, 17s-3d.

• Principal Tulloch-There are few intelligent Churchmen, I fancy, who would be disposed to contend for the exclusive connection of the parish teacher with the Established Church, so long as his appointment is left in the hands of the present electors.'-Transactions, p. 345.

+ Mr. Murray Dunlop said: Tests were of no practical value; for while they kept back the conscientious, they were no barrier to the unprincipled. At the same time, he dissented from that part of Mr. Fraser's paper in which it was stated, that if the tests were removed, without any other safeguard being adopted, the religious teaching of the country would be endangered.-Transactions, etc., p. 422.

II. COMMISSION TO INQUIRE INTO THE CONDITION
OF THE GREAT ENGLISH PUBLIC SCHOOLS.
Mr. Grant Duff gave notice that on Tuesday, April 23rd, he
would move an address praying her Majesty to issue her Royal
Commission to inquire into the state, discipline, and revenues of
the colleges of Eton, Winchester, and Westminster, as well as all
the endowed schools of England and Wales in which the Latin or
Greek languages are taught, with a view to ascertain whether the
great resources of these institutions may not be made more service-
able to education and learning.

With reference to this Commission, the Daily News makes the
following remarks:-"The probable intention of Mr. Duff is to
ascertain the condition of the great public schools, such as Eton,
Westminster, Winchester, the Charterhouse, and of the numerous
other endowed grammar schools-to investigate the precise amount
of educational work they are doing, and to devise means for the
purpose of extending and utilising to the utmost these valuable
endowments. It should be remembered that the income of the
grammar schools in England and Wales amounted some thirty years
ago to a sum of £152,047, which has now been greatly increased.
These schools are distributed throughout the different counties
and cities, and therefore everybody is more or less interested in the
administration of this large fund, and in deriving from it all possi-
ble advantages. Hitherto the grammar schools have escaped that
spirit of inquiry which has penetrated into all other educational
institutions. Years ago the Scottish universities were inquired into
and reformed later the same fate befel the English universities,
and we are told that in the course of the present month the Educa
tion Commissioners will publish their report, which will no doubt
embrace the endowments appropriated to popular education.
"If there were reason to suppose that at present the grammar
schools did their duty, the inquiry proposed by Mr. Grant Duff
might seem superfluous. But the contrary appears to be the fact.
Of all the public schools, there is none more eminent than Eton;
the number of boys now being educated there exceeds eight hun-
dred. These are the youths who will some day not only fill seats in
parliament, but become our judges, our bishops, our generals, and
our admirals. It might seem tolerably certain that the parents of
such boys would insist upon their sons receiving an education
worthy of the place, and commensurate with the sum expended in
procuring it. But, according to the opinion of Sir John Coleridge,
one of the most illustrious of Eton men, and of others who are
well acquainted with the system, it is far from being so efficient as
it ought to be. Again, only a few months ago, a meeting took place
of Westminster men for the purpose of considering what could be
done to revive that decaying institution. Nor would it be difficult
to mention other great schools, which, from some reason or other,
present a melancholy contrast to their former magnificence.
besides these great schools, there are hundreds of other endowed
schools throughout the country, which at present are comparatively
useless. The master is either totally incompetent and practically
irremovable, or the free scholars are of such a character that they
cannot take advantage of the classical education furnished. In
fact, the whole system of free education as applied to the higher
branches of knowledge, demands the most thorough investigation ;
for at present it is certainly the opinion of many that such a system
is mere waste and extravagance.

But,

education, and, even after the boy goes to the university, he continues to derive very considerable emoluments. At present, the various boys are appointed by patronage, and the question which well deserves the consideration of a Royal Commission is-whether the mode of electing scholars at Charterhouse might not be assimilated to that practised at Winchester and elsewhere. Then there is the case of Merchant Taylors' School, where the boys are appointed by the members of the company. This school is especially connected with St. John's College, Oxford-a society which has earned a discreditable notoriety by being the only one in the University to resist the ordinance of the Commissioners. Narrow-minded as the Fellows of St. John's are, they have, however, boldly confessed that their body suffers by being connected with a school recruited as that of Merchant Taylors' is by pure nominees. Such instances might be multiplied indefinitely, but these must suffice.

It is clear, then, that whilst the endowed schools are the nurseries of the English youth, they are by no means in a satisfactory condiiion. But it further appears that the privileges which, in the case of the universities, have been swept away, are still retained by many of the largest endowed schools. This must be changed; and the reform is the more urgent now, seeing that if they are retained at school after being abolished at college, a host of patronage lads will find themselves stranded at the opening of their career, having imbibed a taste for a mode of life in which neither their talents nor their means will enable them to indulge. In old times, when a particular place of birth, or a special genealogy procured a boy a provision for life, parents had no occasion to consider the talents of their son, or whether he had a turn for literary pursuits. But under a system in which a boy cannot obtain a scholarship or a fellowship after leaving school without proof of conspicuous merit, it becomes an important question for a parent whether he should keep his son at a public school or not. It is surely a doubtful kindness to tempt a father to send his boy to the Charterhouse by offering him an appointment on the foundation, unless the boy is likely to be able to qualify himself for advancing to the university. Moreover, it is a mere matter of justice that the educational endowments should be made as generally useful as possible-so that the boy who is most eager to benefit by them should be able to gratify his wish. The chief purpose of those who endowed the grammar schools was to furnish the means of education to those who had not the means within their reach; and the effect upon the humblest man in society who sees the son of his neighbour rise to distinction by his own merit, will surely be to induce him to follow the example. Only let the small shop-keeper, the mechanic, and the labourer know that his son has the chance of rising to distinction by his own intellectual exertion, and an impetus will be given to education which it is impossible to over-estimate.

For this purpose, the endowed schools must be opened after the fashion of the Universities, and the great schools of Eton and Winchester. The facts, however, connected with the subject, are but imperfectly known, and it requires the aid of a commission to bring them prominently before the public."-English Journal of Education.

III. Papers on Practical Education.

1. MAXIMS FOR TEACHERS.

School Gems," &c.

I. Be early. In other words be punctual-be in time. If, teachers, you are not early in the school, where is your self-respect? where is your solicitude for the children entrusted to your charge? where is the beauty of your example? where is your intellectual and moral power? where, indeed, is your consistency? Further than this, where is your sense of justice? Besides, if you are late and irregular, the children in your schools will imitate you, and soon do it. Your irregularity will inevitably render them irregular also. You must move with the punctuality and precision of the well-regulated clock. Nothing must be out of order.

"These reasons would probably suffice to show the necessity of such a commission as that which is proposed. But there are others even more cogent. The changes in the mode of appointment to By the Author of "Sunday School Notes and Sketches," "Sunday places in the public service and to emoluments in the Universities have rendered it more than ever necessary to place education within the reach of every citizen. It is quite true that, although appointments to India, to the army, to the civil service, to scholarships and fellowships, are thrown open to general competition, all lads will not have an equal chance of sharing in the prizes unless the means of education are placed within the reach of all. Under any circumstances the interest of the state is to obtain the man who will best fulfil the duties imposed upon him, and experience has shown that such a man is best secured by open competition. It is, of course, impossible to prevent men of wealth from giving their sons the advantage of a good tutor. But it becomes the duty of the state to see that the aids provided by the liberality of individual benefactors for those who have not the means of paying for these advantages should be turned to the best possible use. For this purpose, the first step should be to open the foundations of the public schools to general competition. It is quite true that at Eton and Winchester this has been tried with the most eminent success. Since this change at Eton it has been remarked that the collegers or foundation boys show themselves very superior to the rest of the school, although in old times it was far otherwise. But if this alteration has succeeded so thoroughly at Eton, why should not the same be done at Charterhouse? At that school it is notorious that a place upon the foundation is in fact the right to a gratuitous

II. Be well qualified. Determine on this-that you will understand what you teach; that you will have well-informed minds; that your acquaintance with language shall be clear, correct, full; that your tact and ability in the great work of education shall be obvious to all. Aim at superior attainments, and labour hard, that they may be acquired and unfolded. A well qualified teacher will invariably command respect, produce impression, and make his way; but what can an ignorant, lazy, ill-qualified preceptor accomplish?

III. Be decided. Think for yourselves-have your opinionsexpress and maintain them, if you have valid reasons for believing that they are sound and good. In the school, dealing with children and youth, do not be vacillating. Do not cherish unfixed sentiments.

In matters of education have your minds made up mark out your course, and steadily and boldly pursue it. An undecided teacher, whose opinions are always loose and floating, is worth nothing; indeed, he inflicts positive injury. If you want to do good, to have influence-be decided.

ble and important features which the character and efforts of an educator shall discover.

You must be patient and forbearing, else you cannot long sustain the office of the teacher. Children and youth sadly try the temper : there is, assuredly, much to bear with-much to endure under the IV. Be simple in your attire. You cannot be too particular in most favourable circumstances-still, if you wish to accomplish observing this direction. Children and youth are very quick and anything, you must bear with them-you must pity their infirmities shrewd, and they soon notice the habits, the manners, and even the you must pass by their occasional listlessness and waywardness— dress of their teachers. Beware, then, of finery,-of undue you must forgive their sins of omission and commission, rememberexpensiveness, or improper show with regard to your apparel. Being that you were children once yourselves. Never be implacable uniformly neat, female teachers, but never gaudy. Remember that with a child; never give up a child hastily; or, in a fit of impaa Christian teacher should be simple in her attire, and that the most tience, abandon a youth too soon! This is a golden rule for every educated, and also the most genteel, are invariably the most unpre- day or Sabbath-school instructor. tending in their garb. There is nothing to attract attentionnothing finical-nothing extravagant. Let not your persons, female teachers, be unduly decorated. If the children see, by your ornaments, by the attention which you concentrate on the exterior, that dress is the principal thing regarded, you will not be respected, you will do little; indeed, your instruction will be effectually neutralized.

V. Be unassuming. Keep your place-maintain your standing properly magnify your office still, be unpretending-uniformly develope a lowly spirit. Scarcely anything, teachers, will beautify you more, or recommend you more powerfully, than humility. It will lend a charm to all you say and all you do. When you are modest in the estimate which you form of yourselves--unpretending in your intercourse with each other, and without assumption or arrogance in imparting instruction to the young, or maintaining discipline among them, there is peculiar attractiveness given to your character and conduct; and it is most gratifying to observe frequently, how powerful and beneficial is the effect produced on the minds of children by the tone of voice, by the uniform spirit, by the arrangements, discipline, and labours of a truly humble teacher. VI. Be amiable and kind. Ever remember, teachers, that in the work of education, whether purely intellectual or religious, nothing, comparatively, can be effected without kindness-a bland and amiable demeanor. Children, like adults, are to be won, generally, by love. If you are rigid, inflexible, and endeavouring continually to coerce them and terrify them, thinking of nothing but punishment-severe discipline-you will not accomplish much, and you are acting in the most unphilosophical and foolish, as well as in the most unscriptural manner.

We do not want you to be too kind-to relax unduly; this would be wrong and injurious; still, be it always observed, that the law of intelligent, and especially of Christian kindness, must be the only law to govern the school, pre-eminently the sabbath-school, and no other is required. By this kind and amiable spirit, children and youth are drawn, powerfully and universally influenced, and, indeed, savingly blest.

If

VII. Be active and energtic. Vigilantly guard against inactivity -against anything like an indifferent, slothful, lazy temper. you are not active and full of energy, who should be?

You must be energetic now, teachers, or you will bring dishonour on yourselves and the cause with which you are identified. Every department of society, and of the church, is, at the present time, full of animation, and are you to be cold, sluggish, and insensible? A sleepy teacher now must make way for the preceptor who is awake-who is animated-who is all energy-who is concentrating his powers and efforts.

A drone among teachers, at the present working period, must be driven out of the hive; all now must labour in the school-room, and labour more vigorously and entirely than ever. Be then resolved to develop from day to day the enlightened and "full-toned energy"

Such energy

which an efficient teacher will be sure to discover.
will never be lost. It will infallibly yield fruit both to yourself and
others.

VIII. Be self-denying. You will invariably find this temper, valued teachers, most necessary in the school-room; indeed, you can do nothing without its habitual cultivation. Self-sacrifice will be uniformly requisite when instructing children and youth, and those especially who are dull, wayward, perverse, what condescension is necessary! what labour is demanded! what difficulties must be overcome! what struggles and hardships, which none but the teacher knows, must be endured! And if an instructor be in the sabbath-school, educating children in the great principles of the gospel, he must live not to please himself but his divine Master; and if he wish to resemble the great Teacher, when he enters the school, his motto must be, "Here I labour, not to please. myself, but to serve and honour the Redeemer."

IX. Be patient. This is a prime quality for you to unfold; an essential feature for you to express; an indispensable habit for you to cultivate. Unless, teachers, you uniformly exercise this spirit you will be soon discouraged, your labours will be unblest, and you yourselves will fail in exemplifying one of the most desira

"Patience" is a word which the educator must have engraven in capital letters, not on his desk merely, but on his memory and on his heart, and which he must keep ever before him.

X. Be persevering. Never let it be seen that you are fickle, inconstant, capricious-that there is to be no confidence reposed in you-that you cannot be depended on for steady and unremitting effort. Teachers, you must be no changelings! You must be fixed in your sentiments, decided in your character, unceasing in your endeavours. You must be the same persons from year to yearonly, if there be any change, it must be developed by your increased energy, and by the untiring character of your efforts. Enter the school from principle. Let all your labours spring from love to the children, and from an earnest desire to be useful; then you will and must persevere. You cannot flag; you cannot be fitful and uncertain; but devoted, undeviating, and increasingly fervent in your exertions.

XI. Be anxious to fulfil your mission. You have noble plans to form, and you must form them. You have great undertakings to execute, and you must accomplish them. You have not entered the school-room, teachers, without a purpose-without an objectwithout having a great result in view. Do, then, your work! Regard, then, your end! Let the nature of your mission, the importance of your mission, the means to accomplish your mission, and the results flowing from the execution of your mission, be always before your minds. Let everything you do bear, either directly or indirectly, on the fulfilment of your high mission.

XII. Uniformly rely on the Divine blessing. The enjoyment of that blessing will be everything to you,-without it, your services will be poor and ineffective indeed. You need the Divine blessing to illumine the youthful mind, to prepare the minds of children and youth for listening to your instructions, for appreciating your counsels, and for rendering all your efforts permanently beneficial. Rely, then, simply on that blessing, that you may not labour in vain. An educator of the youthful mind cannot commit himself too simply to the direction of Infinite Wisdom,-cannot confide too earnestly in Infinite power, goodness, and love. If heaven bless your plans and endeavours, you cannot be inoperative: knowledge will be imparted, the mind will be disciplined, character will be formed, and impressions, of the utmost value, will be produced, which will never be effaced.-English Journal of Education.

2. SELF-CONTROL IN A TEACHER.

From the days of Solomon even unto the present, the duty of selfcontrol has been urged in proverbs and aphorisms. But in no position is the exercise of this virtue more demanded than in the school room. The "man that ruleth his own spirit," will always be superior in school management, to him who, though highly endowed with intellect and education, is yet wanting in this quality of mind. It may be assumed, that in school the general tendency is to disorder and anarchy. Hence the necessity for some force from without, to reduce this disorder to order, this anarchy to system and rule.

All this must originate from the self-control of the teacher, for there is no true government of others without government of self, first of all. In times of danger and imminent peril at sea, as the safety of all will depend on the self-control of the captain, so occurrences will arise in school administration, in which absence of self-control will shipwreck the most precious interests.-Indiana School Journal.

3. ENGLISH EXAMINATION PAPER ON SCHOOL MANAGEMENT.

Sect. I.-1. In teaching to read, what are the respective advantages of the Phonic method and the Look-and-say method?

2. What are the chief faults to be noticed in articulation? State how you would correct each.

3. What method would you adopt with your first class to secure a proper emphasis and expression? Would learning by heart assist this or not?