to limit the exercises to such subjects as are in their nature and details exact and defined; and which do not, therefore, demand, in their treatment and investigation, the exercise of directing mental power. Such are lessons in spelling, recitation, geographical localities, and the simpler parts of grammar. Where mutual examination is attempted upon any subject, not of the nature just specified, it will generally prove desultory and unconnected, the pupils not adhering to any systematic or consistent order, but becoming discursive, and selecting questions, not on account of their pertinency, but on account of their difficulty.

3. The question, whether and to what extent the higher departments of teaching, such as the investigation of a lesson, or the giving of information, may be intrusted to a monitor, must be determined by the Teacher upon a consideration of the monitor's powers. The answer will, in general, be dissuasive of the experiment, as the instances are rare in which the services can be obtained of monitors sufficiently advanced in years and information to be intrusted with a duty so important.

4. To whatever extent the system may be adopted, the faithful Teacher will keep it always under his own immediate and active superintendence, and suffer it only to be supplementary and auxiliary to the personal teaching daily bestowed by himself upon each class.

The Monitorial System, limited by the conditions and addressed to the objects now stated, becomes in reality a system of preparation for the Teacher, or of repetition of his instructions; and when confined to such limits and objects, it does not appear that it can be otherwise than beneficial in country Parochial Schools, where the number of classes, and the variety of branches, necessarily reduce to a small amount, the time which the Teacher can himself bestow upon each class and pupil. And the system appears calculated, by providing useful occupation for the other classes, to enable him to give more undivided and effective attention to that with which he is for the time personally engaged.

(103.)

"The monitorial system is still practised here, and evidently with success. Mr. used to employ the duxes as monitors, but he found that plan unsuitable, the monitors not being sufficiently advanced to teach their class-fellows. He now employs advanced boys, and with the most happy effect."

(104.)

"Mr.

has adopted the monitorial system fully. He considers it indispensable to the proper conduct of his school. Without it he could not at any time give his own mind fixedly to any one subject, as his attention would be continually diverted. During the first six months he was troubled with the parents, but by being firm, and informing them that they were at liberty to remove their children if they were not satisfied, he has got rid of their interference, and considers it now finally established."

(105.)

"After the English lesson was read, the pupils put questions to each other on the meaning, and also on the pronunciation of words. The answers were on the whole satisfactory, and some degree of liveliness was kept up; but the exercise was not sufficiently connected with the passage read, and did not at all develope the substance of it, although it occupied a considerable time. The method of mutual questioning may be advantageously employed in geography and other branches, where the facts are clear and defined; but it is unsuitable to any part of instruction which requires a power of combination, and deduction, and general reasoning, for here the teaching or leading mind must of necessity be of greater maturity and strength, than the minds it is seeking to form."

(106.)

"The class were invited to put questions on the substance of the lesson to the dux-when he could not answer, the questioner selected another boy, who, if he succeeded, changed places with the dux. It was satisfactory that after this examination, which necessarily assumes a desultory and unconnected form, the Teacher himself instituted a minute interrogative investigation of the passage read, which was well sustained by the pupils."

(107.)

They put questions to each other in Scripture history,-a practice which has a stimulating effect. These are apt, however, to be selected more as difficult and isolated facts, than as calculated to be useful. Thus a considerable number of the questions put to-day regarded the ages of the patriarchs."

(108.)

"They are accustomed to question each other-a practice of doubtful expediency, a riper intellect being necessary to condense into questions the essential marrow of the lesson. They put and

P

answer, however, very minute chronological questions in the History of Scotland."

(109.)

"A class in the rudiments is admirably founded, and shows as thorough teaching in this department as could be desired. The pupils come prepared with questions in the verb, generally proposing the chief difficulties, and the effect of this is excellent. Here the questioning of pupils is well and properly applied, the matter being defined and not requiring that greater power which is necessary for investigating a passage, &c. ; and this appears to point out the boundary within which monitors of the same age may with advantage be employed."

CHAPTER XVII.

PROFESSIONAL TRAINING OF TEACHERS.

Eminent Teachers not obtained from other Districts in consequence of Bequest-Difficulties encountered by new and inexperienced Teachers, pointed out by Professor Pillans-Normal Schools-Real importance of what is apparently trivial in educational details remarked by Cuvier-Advantages derived by various Teachers from the perusal of works on Education, and from visiting wellconducted Schools-Examples.

WITH reference to the enlarged endowments provided by the Bequest for the Parochial Schools in the three Counties, it was observed in last Report, that while "in general and elsewhere the want of Model or Training Schools may be felt and complained of, here the remedy is apparent; for the means are possessed-provided there be the will to use them-of supplying that deficiency, as far as it can at present be supplied, by choosing from among all the other schools in Scotland, those Teachers who are most eminently distinguished by learning and success. The whole of the rest of Scotland is, in reality, a training