anticipated the most satisfactory report; but instead of this, we here find, out of seventy schools and seventy instructors, only seventeen that are spoken of in terms of high commendation. All the others were either deficient in knowledge or in the tact necessary for communicating it. So that, even in Scotland, education is in a very imperfect state for want of qualified teachers. There is one point, however, which is particularly worthy of notice, namely, that many of the teachers had received a University education; and their defects as instructors arose, not so much from the want of learning as from not having the art of communicating their knowledge in a manner suitable to the minds of their children. With us, multitudes of the instructors of youths have not only no ability to teach, but they have scarcely any knowledge to impart; and, therefore, the correct education of the children committed to their care is absolutely impossible. Never shall we have the people properly trained until, as in several instances in Scotland, the minds of the teachers are well stored with knowledge. Instructing the young must be a profession, and must be sustained by a professional education. Instead of four or six months at a normal school, we must have five or six years of close application to study. It will be soon seen that the preparation for the schoolmaster and for the ministry ought not greatly to differ from each other. The statements given above have been obtained from the Reports of Scottish schools. We will now give a few facts respecting England. Of the schools in the mining districts of South Wales, Mr. Tremenheere, in the "Minutes of the Committee of Council on Education" for 1839, 1840, observes, "Of 47 day-schools, 5 are under the care of females; 16 under masters who had been unsuccessful in trade; 11 under miners, or labouring men, who had lost their health or met with accidents in the works, and had subsequently got a little learning to enable them to keep a school; 10 had received some instructions with the view to adopt the profession of teaching; 4 were ministers of Dissenting places of worship; and one was the clerk of the parish church." Here, then, we have not one that had been professionally trained at the Borough Road, or in any of the normal schools of the Church of England. 6 | and from side to side. The books being In a In the "Minutes of the Committee of Council," for 1840-41, p. 125, the Rev. J Allen reports that the schools in Durham and Northumberland were in a very imperfect state. His description of the generality of dame-schools fully substantiates all I have stated in a former page. Many of them, he says, "presented a most melancholy aspect: the room commonly used as a living room, and filled with a very unwholesome atmosphere; the mistress, apparently one whose kindly feelings had been long since frozen up, and who was regarded with terror by several rows of children, more than half of whom were, in many cases without any means whatever of employing their time." The best of them, he tells us, only taught a "little reading, knitting, and sewing." Now it should be remembered, that formerly, in multitudes of parishes, these schools were considered amply sufficient for all the means of popular education!! He adds, "In nine-tenths of the common day-schools I visited, I found no profession made of giving any religious instruction; this, as it was said, was left to the Sunday-school. The masters appeared, in most cases, to be very ill-educated, and the schools, being His account of the tuition is not very matters of private speculation, are subject to favourable, and yet the fees were higher no inspection. Of education, in that sense of than in most of our National or British the word which includes the training, and the schools. "The payments ranged chiefly endeavour to perfect, the faculties of the entire between 3d. and 8d. per week. The rooms man, there was none. The deficiency of were, for the most part, dirty and close. A books was lamentable. There appeared to rudely constructed desk for the master often be a great want of any well-arranged system occupied one corner; forms and desks for of instruction. The reading was, in almost the children were ranged along the walls, all cases, indifferent. I never found, in my conversation with the masters, that they felt it to be their duty to endeavour to form the characters of the children, or to lead them to think, or even to convey to them any instruction apart from the routine mentioned above; namely, reading, writing, arithmetic, and psalmody." These were "Churchschools." "In the girls'-schools half the the time of the children was devoted to needlework; I should not estimate the amount of instruction given, in most of them, at a very high rate." "The masters of the Lancasterian schools, in most cases, appeared to aim at more in the instruction of their pupils than the masters of the National schools they seemed more alive, more stirring." In the same volume we have the Report of the Rev. Baptist Noel, who inspected 195 schools in Birmingham, Manchester, Liverpool, and other large towns in Lancashire. Of dame-schools, his account accords with what has been stated before. Respecting the "common schools," he says" In only 29 out of the whole 177 schools of this class do the teachers profess to interrogate the children on what they read and learn; 8 out of the 29 who do interrogate their children admit that it is only done occasionally, when time and opportunity permit. As in the dame-schools, corporeal punishment forms almost the whole of the moral training of these establishments.” His description of the schoolrooms shows us that in some the children must have been subjected to not a few of the horrors of the middie passage. Take the following:-"In one of the dame-schools I found 31 children from two to seven years of age. The room was a cellar, about ten feet square and seven feet high. The only window was less than eighteen inches square, and not made to open. Although it was a warm day, toward the close of August, there was a fire burning, and the door, through which alone any air could be admitted, was shut. Of course, therefore, the room was close and hot; but there was no remedy. The damp subterranean walls required, as the old woman assured us, a fire throughout the year. If she opened the door the children would rush out to light and liberty; while the cold blast rushing in would torment her aged bones with rheumatism. Still further to restrain their vagrant propensities, and to save them from the danger of tumbling into the fire, she had crammed the children as closely as possible into a dark corner at the foot of her bed. Here they sat in the pestiferous obscurity, totally destitute of books, and without light enough to enable them to read, had books been placed in their hands. Six children indeed out of the thirty had brought some two-penny books, but these also, having been made to circulate through sixty little hands, were now so well soiled and tattered, as to be rather the memorials of past achievements, than the means of leading the children to fresh exertions. The only remaining instruments of instruction possessed by the dame, who lamented her hard lot, to be obliged, at so advanced an age, to tenant a damp cellar, and to raise the means of paying her rent by such scholastic toils, were a glass-full of sugar plums near the tattered leaves on the table in the centre of the room, and a cane by its side; every point in instruction being secured by the good old rule of mingling the useful with the sweet." Mr. Noel's other descriptions of the miserable rooms in which the children were assembled, and the wretched instructors and instructions furnished, are worthy of deep study, as, doubtless, all these self-styled schools were included in the Parliamentary Returns of 1833. Mr. N. justly observes, "Schools so conducted can answer few of the purposes of education. They may teach some of the children reading, writing, and arithmetic; while occasionally a favourite scholar, who pays well for it, may learn the elements of grammar, or read a few pages of history. But the mass of the children cannot there learn their duties, nor obtain any useful knowledge, nor become observant or reflective, nor acquire the habit of selfgovernment, nor be prepared to be wise and good in after life.” Mr. Seymour Tremenheere, in his Report of the schools in Cornwall which he inspected in 1840, gives a very unfavourable account of many of them and their masters. After stating that the proportion who attend day schools is small, and that the time allowed by parents "is short and inadequate," he adds-" Still less are the methods pursued by twenty-seven out of thirty-two masters and mistresses whose schools I visited, or the books and apparatus used, such as to afford any reasonable hope that instruction of any permanent value could be imparted to more than a small number of their pupils, even if they remained much longer at school than is now the custom."-p. 192. Respecting girls, he says, p. 139, "In almost all, the amount of instruction which seemed to be thought requisite for girls scarcely passed the boundary of the merest elements." The same gentleman's Report, p. 244, of the schools in connection with Greenwich Hospital, 1840, is very sad, and reveals some distressing facts respecting the state of morals at that time in those institutions. To make the boys and girls intellectual and religious persons had not been obtained, and in some cases hardly attempted. The Rev. John Allen, who in 1841 inspected a number of schools in the counties of Chester, Derby, and Lancaster, observes, "What is wanted is, not so much schoolrooms | in thirty-six schools which he visited, will as efficient masters." The Table of the give us some idea of the progress the childnumbers present and state of education ren had made in learning : Seven National-schools, boys and girls separate; sixteen National-schools, boys and girls taught together; eight infant-schools, and five dame-schools: Write Numbers Read Present with when Ease. Inspected. 2,795 Rules of Arithmetic. 168 on Paper. 424 Slates. 434 Here we have one-fifth that could read with ease; one-fifth that could read simple narratives; one-sixteenth in the first four rules of arithmetic; one-sixteenth beyond the first four rules of arithmetic; one-sixth writing on paper; and the same number writing on slates. In this enumeration there is no mention made of grammar, geography, mathematics, history, or the sciences. The proportion that could read well is also very small, and in writing and arithmetic the numbers far below what they ought to have been. Of schools in Norfolk visited by Mr. Tremenheere in 1841, the Report is not more favourable than those already given. After observing respecting the young, that their teachers should "systematically, earnestly, and with judgment, inform and fortify the minds of their pupils with just principles; extend the narrow confines of their intelligence; raise and direct their tastes towards pure sources of enjoyment; and attach them to the great truths and duties of Christianity, by such a mode of teaching as shall recommend itself at once to their understanding and to their hearts;" he adds―" I cannot say that much approach is made towards this point by the existing schools."—pp. 430, 431. According to the Report of this gentleman, many of the middle classes in Norfolk cannot write, and some cannot read. His words are "The number and variety of incidents related to me from personal knowledge in every part of Norfolk, forbid a doubt that among the farmers and small tradesmen the spread of mental cultivation of any kind has hitherto made but very small progress. Persons well acquainted with the class of occupiers stated to me, that many were unable to keep any regular | and systematic accounts. Others stated that they were acquainted with many farmers of considerable substance who could not write, and many that could not read. Numerous individual instances were communicated to me, by persons whose position placed their testimony beyond suspicion. A farmer who had been overseer and churchwarden, and who occupied 350 acres, denied at a public meeting that a certain expression was used in an Act of Parliament; when the words were pointed out to him it became evident that he could not read. At a recent Board of Guardians, one of the large occupiers of the neighbourhood signed his name 'A. B. Gardn.' Of four trustees lately selected to execute a deed of trust for property of considerable value, three could only sign with a cross. An individual renting to the amount of 100%. a-year, and also engaged in a large business, was offered a situation of trust and emolument, but could not read or write well enough to enable him to undertake it. In two of the county towns, one containing 2,000, the other 4,000 inhabitants, it was stated to me as a matter of notoriety, by individuals having ample means knowing the fact, that several of the leading tradesmen, and many of the smaller, could not write, and could read only imperfectly." of p. 454. If the middle classes are in this state, what must be the condition of the peasantry? The Rev. J. Allen, in his Report of schools in the county of Derby, visited by him in 1841, states, (p. 160,) that of thirtysix schools twenty-one are in a very imperfect state. His words are"There remain twenty-one, no one of which could, I think, be visited by a person who was anxious that the children of the poor should be intelligently taught the most important matters, however desirous he might be to form a favourable opinion of their management, without great pain." Several of the schools in this county were well endowed, one as high as 2707. per annum. this sum, which from mismanagement had now been reduced to 75. only eleven children were receiving an inferior education. "When examined," Mr. Allen observes, they "proved to be very imperfectly taught, particularly in those matters which are of most importance."-p. 161. This sum was received by the clergyman. With At another place, he states that the "schoolmaster receives from the endowment 427. a-year," and that "there were serious considerations of a moral character, besides his want of efficiency as a teacher, which should exclude him from the station he holds." "Of the schoolmasters," he adds, "whom I saw in Derbyshire, not one in three had attended even for a few weeks any kind of training-school whatever."-p. 192. The same gentleman's table of 109 schools which he visited as Her Majesty's Inspec tor, in the counties of Kent, Sussex, Berks, Surrey, Yorkshire, Somerset, Devon, &c., contains no column for English grammar, geography, &c., and nearly one-half of the teachers had never been trained for their important work. In the Report of the Factory Commissioners it is said, that in one parish in Yorkshire, "with a population of 2,000 persons, the only instructor of the place, besides the mistress of a dame-school, was an old cripple, the wise man of the county, spoken of with unfeigned reverence by the witnesses examined in this neighbourhood, and who united the office of schoolmaster and fortune-teller."-p. 172. In the quotations given above, I have by by no means exhausted my sources of information, but it is unnecessary to quote any more. The facts given speak for themselves, and if any one should doubt their correctness he has only to inspect the county in which he lives and he will find ample means of substantiating their accuracy. Such examples give us but a poor picture of the intellectual and moral cultivation of the great body of the people. It may be said that there is another side to this question, and that the good schools ought also to be exhibited. We by no means object to this opinion. There are many schools in the country in a very promising state, but to make selections would occupy too much space. Suffice it to say, that the Church of England is now making very strenuous efforts to obtain for the National-schools very efficient masters. Messrs. Sinclair, Field, and others, have very enlightened views respecting the ample secular education that ought to be given to peasants and operatives. Many of the teachers who have been educated in the training-schools of the Church are very respectable instructors, and the Inspectors have spoken of them in terms of high commendation. No one can read "The Minutes of the Council on Education," respecting the "Training of Pauper Children," with out perceiving that the views of their founders, as far as secular learning is concerned, are far in advance of the age. Everyone must regret that such liberal opinions should be associated with that degree of sectarianism which would render many of their plans, if carried into effect, the most powerful instruments of political and ecclesiastical despotism. In proof of the efficiency of British schools, we might quote page after page. Indeed they are so numerous that we cannot give them space. Every one who reads the annual Reports of that noble Institution for the last few years, must hold in his memory the most pleasing recollections of the great work which it is doing, not only for the country but the world. Every year it is A increasing in efficiency and usefulness. visit to the Borough Road School, for an hour or two, will afford the friend of education one of the richest treats. The Polytechnic, the Adelaide Gallery, the Colosseum, the Zoological Gardens, the British Museum, and other wonders of the great metropolis are highly pleasing and edifying; but he who loves his species, and wishes to see man raised to his proper rank in society, will find nothing more enchanting than the Borough Road School. There mind is polished, and those who are to polish the minds of thousands are receiving that mental culture which must make them eminently useful as teachers. Still we by no means think that this institution has arrived at perfection. The office of popular schoolmaster has not yet been properly estimated, nor have even the friends of education, generally speaking, raised the standard of qualifications for the instructors of youth to anything like what ought to be. We shall not approach perfection until we come to the conclusion that the teachers of the masses must be, next to the ministers of religion, the best-educated persons in the world. Still, as things are, we may justly affirm that, at the present time, there is not in the country a normal school more worthy of public confidence than the Borough Road. We speak advisedly, and with a pretty general view of what the Church of England is doing to educate masters for National and parochial schools. But then the religious training of all these teachers is sectarian, is trammelled by the catechism, creeds, and forms of the Church, and therefore is essentially defective, and never can, in the true sense of the word, render the instructors or their instructions "national;" and all of them, as Mr. Page candidly admits, are in danger, if not goaded by Dissent, of becoming "dry, cold, lifeless pieces of Church and State formality." Why should not our schoolmasters be educated at the same colleges as our ministers? Ministers and teachers must go hand in hand before we can have the millennium, and academic association would be a fine introduction to their future labours. In the proper meaning of the term, there can be no real education until thought is free to expatiate in the world of nature, providence, and revelation. Minds that must always be swathed in ecclesiastical creeds, and kept under the eye of political or priestly nursery-maids, are, at their best estate, nothing better than intellectual babies. They have never learnt to walk, and as long as they are in this condition. will never be able to go without leading strings. The Borough Road Institution knows nothing of sectarianism or bigotry. The creed is the Bible, and therefore the only creed which the God of heaven thought necessary to put into the hands of his fallen children. By embracing the whole Bible it compre- | hends all that is Scriptural in any creed, and consequently it sends forth teachers which any denomination may adopt. The Churchman may receive the British schoolmaster, because he will teach all that is Scriptural in the Prayer Book. The National schoolmaster, on the other hand, cannot be received by the Dissenter, because while he may teach the Bible, he must teach more than the Bible, and compel the children of Dissenters to utter what they do not believe, and what is absolutely untrue. For any one to say, "he had godfathers and godmothers" when he had none, is as direct an untruth as ever was told. The Dissenter who allows his child to tell this barefaced falsehood can lay no claim to truth or consistency; and the Churchman who demands such a sacrifice of veracity has no right to call himself a religious teacher. In British schools, when properly conducted, the education, both secular and Biblical, is of the most liberal character. We have been at many examinations in different parts of the country, and have always been delighted. The tuition has included reading, writing, mental arithmetic, English grammar, geography, the sciences, domestic economy, music, drawing, Scripture, &c. &c. In fact, there is nothing but what can be taught, and taught well, on the British system. And, what is more pleasing still, I have known all these things taught for twopence per week; so that the poor operative could procure for so small an amount an efficient education for his child. At our last Christmas examination, the children exhibited a proficiency of knowledge in these branches of learning which far surpassed the acquirements of thousands who were then finishing their education at costly boarding schools. All present were delighted. Fathers and mothers wished they were young again, and the aged people declared they had never passed so happy an evening in their lives. The schools, but we must not pass by our Nothing has done so much to call forth mind as Sabbath-schools. And this is not to be wondered at. The great subject in the Bible is the Divine character; and this character is proposed for the study, for the admiration, the adoration, the confidence, and the imitation of all. Young people and children who meditate on the Divine perfections as revealed in the Scriptures, cannot be unintellectual. Then every other truth which the Deity has revealed is, like Himself, stupendously great. The creation of the world,; the fall of man; the deluge; the overthrow of Sodom and Egypt; the giving of the law; the history of the Jews; the incarnation of the Son of God; His miracles; His death; resurrection and ascension; the design of His work; the redemption of the world; the millennium The remarks above bear chiefly upon day- death; the general resurrection of the wicked But in looking at this picture, we must not forget that there are comparatively but few British schools in the country, and that some of these are not conducted by efficient masters who have been trained at the Borough Road; and, therefore, after making every allowance for intelligent masters, we are compelled, from well-attested facts, to come to the conclusion, that up to this day the majority of our public schools are in a very imperfect condition. In many, the learning and knowledge are of the most meagre character, and that first of all sciences, Christianity, is either not taught at all, or exhibited in such a way as to leave the children quite ignorant of the divine and heavenly truths it reveals, and the design of their being promulgated among men. |