has prompted them to meet any aversion to the duties of a schoolmaster with speedy removal. The teacher who is not pleased with his social position, and lends an ear to the insidious suggestions of periodical publications, calculated only to render him unhappy and dissatisfied, should throw up his employment at once, and give place to men of humbler minds, whose hearts would be in their work, and who are the only persons that can raise the profession of a schoolmaster in public estimation. But I am bound to confess that frequent changes of a teacher in a school is one of the greatest drawbacks to its success, and that where change is the usual, instead of the exceptional, condition, it may be fairly inferred that some serious evil exists. Notwithstanding its laboriousness, its discouragements, its unhealthfulness, the occupation of the teacher of a school for the labouring classes is not only of vital importance to the country, but it constitutes one of the many callings of Christian life that brings with it its own reward. It is removed from many of the worst temptations, many of the most harassing cares of society; it constitutes a post of difficulty, and therefore of honour of honour and trust as distinguished from ambition and intrigue; it is one of trial and incessant watchfulness; but, for that very reason, it may be a ready guide to one of those narrow paths which are safer to tread than broad roads. If it be asked where is the master of a parochial or national school to look for his social reward?-and I think the question may be fairly asked-I would answer that he will seek it where, if he deserves it, he will find it, in the love of all the children and in the respect of all the parents of his neighbourhood. Those who know the priceless value of such feelings will best understand their importance as elements of temporal happiness. To the Right Honorable I have the honor to be, &c. H. LONGUEVILLE JONES. The Lords of the Committee of Council on Education. SUMMARIES OF TABULATED REPORTS ON SCHOOLS INSPECTED BY REV. H. LONGUEVILLE JONES. Per-centage of Children present at examination, learning + Arithmetic as far as Sewing. Algebra. Mensuration. Geometry. Drawing. Music from Notes. Books of General Easy Narratives. 47.26 50.0 28.94 and eight. Between eight nine Between Letters and Mo- Liturgy (as adapted to 24.07 12.9 13.6 13.42 11.95, 9′29 6.9 4.68 3 19 4:57 5.73 10:07 14.72 21.44 The amount of accommodation in square feet, divided by 8, will give the number of children who can be properly accommodated. Calculations of area in school-rooms, as compared with the average attendance of scholars, should be made upon this basis. + At the date of closing this return. These per-centages are confined to boys' and girls' schools, and do not include infants. Two years. One year. SUMMARY B. Aggregate Annual Income, as stated by Managers, of 100 of the Schools General Report, for the Year 1854, by Her Majesty's Inspector of Schools, J. D. MORELL, Esq., A.M., on the British Schools, and the Wesleyan and other Denominational Schools inspected by him in the Northern Counties of England and Wales. MY LORDS, of district. THREE years only have elapsed since my original dis- Re-division trict was narrowed to the seven northern counties of England, together with a small portion of Wales; and now I have again to express my renewed satisfaction in having obtained a still further subdivision. During the past year a fourth district has been formed, by which arrangement I am enabled to give up the inspection of Northumberland, Durham, and Yorkshire, in consideration of my undertaking to inspect the British Schools throughout the whole of North Wales. My present district, accordingly, now comprises the four counties of Cumberland, Westmoreland, Lancashire, and Cheshire, together with the six counties included in North Wales; the whole together thus forming the North-western angle of the country. The necessity of this renewed subdivision has arisen from Cause of the steady increase in the number of British and Denominational Schools, which have applied for Government grants and inspection. The last two years have been particularly marked by the increase of such applications, for which several good reasons may perhaps be assigned. re-division. One reason is to be found in the new Capitation Minute, First reason. which just enables a number of small country schools to keep their heads above water, and ward off, perhaps permanently, a threatened insolvency. reason Another ground of this increase lies in the more liberal and Second more completely organized system now followed in reference to the training schools. A large proportion of the students in those institutions, under the present regulations, go forth into the country as teachers already holding (prospectively at least) certificates of merit; and, when they are appointed to hitherto uninspected schools, naturally use their utmost influence to bring them speedily under inspection in order that they may reap the reward of their own industry, and enjoy their well-merited "augmentation." reason. The general satisfaction, moreover, felt in the growing Third utility and permanent value of the Minutes of the Committee of Council may also properly be assigned as a third cause of the increase to which I have referred. Peculiar classes of schools. Problem of primary My present district will bring me into contact, amongst others, particularly with two classes of schools, both distinguished by peculiar characteristics of their own. The one class are schools connected partially or entirely with factory labour; the other class are the British Schools of North Wales, in which a foreign language has to be taught to the scholars, as well as the elements of a general education to be secured. On future occasions, when some additional experience has been gained, I shall hope to investigate the distinctive features of these two classes of schools, both of much importance in the country; for the present, I wish to dwell for a little on the general features of primary education in the district, and to point out the sign of progress, on the one hand, and the still remaining theoretical or practical defects, which present themselves on the other. The problem of primary education is not, of course, to raise education. up learned men and women amongst the working classes of society, but to give the whole nature of the child a certain amount of harmonious development, so that all his faculties and feelings may be brought in such a state of healthy, vigorous, practical activity as may fit him for any of the varied duties or contingencies of human life. Use of technical To those who object that we are teaching children of the instruction, labouring classes too much, we say No; we are really teaching them very little beyond the barest necessities. All the little technicalities of grammar, and minute facts of geography we teach them soon enough fade away from the memory, when those children once pass out of school; so that very few masters and mistresses need really fear being confronted or dismayed with a race of servants more zealous than themselves for the honour of Lindley Murray, or his successors. While, however, we hold very little by mere technicalities, yet we know experimentally that by teaching these subjects to the young, a certain clearness comes to the head, and a certain point to the intellectual powers, which give direction and force to their future exercise, even in pursuing the most practical affairs of everyday life. Culture of the mental the due order of their development. The human mind is (to use a physical phrase in a spiritual powers in sense) a kind of organism growing up from our central point, and unfolding new powers in each step of its progress. For the man to arrive at perfection, nothing should occur to stand in the way of this natural development. If it is important that each muscle of the body, in the case of even an ordinary workman, should be properly developed, in order to fit him for manual labour, how much more important is it that none of those fundamental faculties, on the right exercise of which the whole guidance both of our physical and moral energies depends, |