(27.)

"A class of nine read a passage in the Schoolmasters' Collection, and were interrogated as they proceeded, a practice rather to be avoided, as it interrupts the continuity of the narrative. The same observation occurred on this visit, which was made formerly-viz., that Mr. lectures too much. He says the scholars cannot be taught without being told something, and that he endeavours to hit the medium between speaking too much himself, and leaving them exclusively to their own resources. But the defect is, that he does not use sufficient means to ascertain that the children make the information he delivers their own, which can only be satisfactorily done by making them express it. It is impossible to fix a period at which the mind becomes capable of appropriating sentiments or facts by mere attention to the voice expressing them,-a power evidently dependent on its native energy, as well as the mode and degree of its training. But it is clear enough, that lecturing is not a species of tuition adapted to children, and that their minds can only receive fixed impressions by frequent repetition, the only satisfactory evidence of such impressions being their ability to give them utterance. Mr. labours under a total unconsciousness that he may state facts and views, (and he states them well,) and that, after he is done, any temporary and evanescent idea the children may have had while he was speaking is entirely obliterated. I have no doubt whatever, that this is the error which makes his teaching unproductive; for although a few answers were got to-day, there is a timidity and want of readiness in his pupils never found among such as are stored with information, and habituated to give it out.

"An attempt was made to extract some portions of Scriptural narrative. But here, also, the failing of Mr.'s peculiar system appeared, it being evident, from the lack of answers to questions put by himself, and on subjects of his own choosing, that he has no correct idea of the condition of his pupils' knowledge. This is the more to be regretted, as he appears to bestow a good deal of pains in preparation, a sign of which was a manuscript enumeration, exhibited on the walls, of the Levitical cities,

as illustrative of the portion of the Bible on which the class is at present engaged."

(28.)

This

"Upon the substance they answered pretty well to Mr. but appeared unable to understand questions put by me. appears to proceed from not being habituated to variety of expression, and from a want of mental exercise. They certainly are, however, much better informed than the pupils I found here at last visit, and gave promptly the meaning of all the words which then perplexed the whole school. The passage selected to-day was rather too hard for them, and indeed this book is generally beyond the power of such youths."

(29.)

"The oldest English class are reading the 4th Irish Book. They are taught to hold their books so as not to touch or soil the page. Mr. instituted a minute examination on the contents of the passage. His manner in examining is excellent, lively, and commanding, with perfect ease and great command of expression. But these very qualities appear to produce also that which is the prominent error of his method; for his questions for the most part contain a great deal of the matter which ought to come from the scholar. There are too many questions framed, so as to be answered by 'yes' or 'no,' and where the proper answer is a different word, he is sometimes betrayed so far as to suggest it by pronouncing the first syllable; and, as an illustration of the same kind of error, after asking what four animals chiefly produce fur, he answered it so far himself by naming three of them, and leaving only the fourth for the pupil's reply. Notwithstanding this qualification, however, (which is noticed, because the error is common,) the answers showed satisfactory knowledge and intelligence in the pupils.

"The same class was examined in Grammar with great vigour, and in a style showing a more philosophical apprehension of its nature and use, than is ordinarily combined with the practical lessons. This was all very intelligent, and evinced a good conception of the true mode of teaching grammar with real effect. The pupils appeared to have a tolerable idea of those principles;

TEACHER SPEAKING TOO MUCH-EXAMPLES.

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but the same mistake prevails here, the Teacher having a great deal too much of the speaking;-himself enouncing very much. of what ought properly to come from the pupils.

"I have seldom been so much struck with a Teacher's manner and style, as possessing qualities of very high excellence, as on this occasion; and Mr. appears to be ingenuous, and very desirous of improving. He received my observations to the effect contained in the foregoing report, with attention, and in the best spirit, and I confidently anticipate that he will prove an able and efficient Teacher."

(30.)

"A class of 7 (of whom 4 have recently been advanced into this class,) was found engaged with the same passage heard in the morning at The reading was tolerably correct, but deficient in animation. They were then asked to spell words, and give the meaning of them, and the latter speedily absorbed the spelling. Mr. afterwards examined upon the subject matter, but without skill, and without an observance of that simplicity of ideas and expression which is indispensable in teaching children. The pupils, on the other hand, showed a very feeble conception of the ideas, and are by no means up to their work. Upon a lesson read in the forenoon, as this had been, there ought to have been some apprehension of its meaning. But not only was that awanting-there were not indications of that intelligence and readiness which well instructed pupils will not fail to exhibit even in lessons beyond their powers. Mr. sured us that he exercised his pupils intellectually, but it would appear that he shoots over their heads. We advised him to keep them patiently upon each lesson, until it is fully comprehended."

(31.)

as

"Latin.-2 in Adams' Lessons, translated yesterday's portion with tolerable accuracy. Mr. examined them in analysis, &c., but told them too many of the answers. His own Latin is rusty. These boys are very slow, and appear to stand much in need of frequent revision. But there is a sluggishness and want of intelligence, which indicate very flat and unenergetic teaching. They do not seem to understand what is said to them, un

less it is couched in the exact terms which their Teacher has been accustomed to use. The work is consequently very inanimate, and one boy hangs almost entirely upon another, whose knowledge is made, to a great extent, to serve for both."

8. Under this head it only remains to notice the view stated and acted upon by one Teacher-that when pupils can only attend for a short time, it is best to forward them well in the mechanical part of reading, and trust to their own intellectual exertions afterwards. This alternative, if a necessary, is certainly a hard one. But it may be doubted if it be either unavoidable or expedient. The Teacher who made the statement is himself a clever man, and probably over-estimates what the generality of country pupils can accomplish by solitary effort, and he appears to have greatly under-estimated, if he have not entirely lost sight of the benefit which pupils, whose opportunities are so limited, may obtain by intellectual intercourse, even during a short period, with a cultivated mind. The grounds already stated for making the teaching of the Parish School a teaching of thought and reflection, apply with increased force to the particular cases here noticed.

CHAPTER VII.

MODE OF TEACHING-ENGLISH continued.

Unsuitable matter in Lesson Books-Examples-Time gained by use of Suitable Books-Difficulty of Introduction-Obviated by Expedient in one Case-Suitable Books unproductive of Benefit without Intelligence and Energy.

THE preceding observations have, in some de gree, anticipated, and will have suggested another great obstruction to the successful prosecution of an intelligent system of teaching, viz., the unsuitableness of the matter contained in the Lesson Books used in some Schools. This hindrance was very pointedly referred to in the last Report; but notwithstanding that, and much besides, that has been written and said upon the subject, it continues to prevail to a degree which certainly was not to have been expected. A singular instance was found in of pupils professedly in one class, using, at the same time, many different books,-one having Mangnalls' Historical Questions," two "Mason's Collection," one "Scott's Lessons," another "Instructive Ex

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