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Educational Intelligence.

THE GOVERNMENT AND EDUCATION.-Earl Granville has been made President of the Council in the new Administration. The conduct of the transactions of the Education Committee is attached to this office, and now constitutes a main part of the duties connected with it.-The subject of National Education has been made prominent in the prospectus of the new Cabinet, and has been formally recognized as one which needs the early consideration of Parliament. To use the words of the new Premier, a system of National Education "has become a want a want which the country strongly desires to see supplied, and which has engrossed the attention of all who have undertaken the direction of public affairs. I am old enough to remember the introduction into this country of the Bell and Lancaster system of Education, and I well remember the apprehensions it excited, the opposition it met with; but, by degrees, the only difference now amongst us is, not whether or no Education should be general and universal, but the mode in which it can be best carried into effect.-It is undoubtedly my great desire, recognizing, as I do, the vital importance of the religious element in all education, to see the due influence of the Church exercised in a manner consistently with that perfect right of freedom of opinion which all men are entitled to expect in such matters in this country, and which it has long been our pride to acknowledge." Of course no details of the measures which it is intended to bring forward have been yet given: neither, it is probable, is the new Administration prepared with a definite scheme.

ÉDUCATIONAL ASSOCIATIONS.-Associations have been formed in North and South Staffordshire for establishing prizes in connexion with the Schools in the mining and potteries' district. The purpose of these Associations is to induce children to remain in the Schools for longer periods, and thus to counteract one main obstacle to the improvement of Elementary Education. It is proposed to hold Periodical Examinations to which the children of the National Schools of the district will be admitted who can produce certificates of character and of having attended school for two years, being at the time of Examination at least eleven years old. Those who pass this Examination creditably are to receive small prizes, and cards stating that the bearers may present themselves three years after that date for re-examination, and then compete for larger prizes of the value of £3 or £5 each, provided that the certificates from their employers and the clergymen of the district in which they severally reside, testifying to their good conduct from the period of leaving school, be produced. The subjects of the first examination to be one of the four Gospels and the book of Genesis, the elements of arithmetic, reading, and writing on paper from dictation. At the second Examination the elements of drawing, including the first principles of geometry, to be added to the above subjects.

This scheme, we believe, was proposed by Rev. J. P. Norris, H.M. Inspector of Schools. It is most desirable to seek all means to overcome an evil which cripples the course of instruction in Elementary Schools, discourages the Teacher in his endeavour to form character and fixed habits, and removes the child from School with such faint impressions of what he has received there. It would, perhaps, be impracticable in this country, where-happily, in most respects so much freedom of action is allowed in each individual of the State, to make a longer period of attendance in Elementary Schools compulsory by legislative enactment. To enforce educational tests, however, as indispensable

to the exercise of certain occupations might be possible; and these tests might be such as would tend to make a more complete education imperative. But our main hope is that the growth of popular intelligence will bring with it a more just estimate of the value of Education; and that parents will be led to use self-denial and to make temporary sacrifices for their children-we know that such are often made in the poorest households-that thus they may fit them to perform their functions in life better, and to rise perhaps to more important stations. It is quite evident that, under present social conditions, mind becomes more and more an essential element of each man's success and general wellbeing This self-denial of the parent would often be repaid in old age by the support which the child would have been thus enabled to supply. One shortsighted mistake which is often made by the poorer classes is a neglect to apprentice their children, and place them thus in some definite occupation. Another is this the false economy which withholds from their children the permanent benefits of Education. Time, we trust, will see larger views more common.

ELEMENTARY DRAWING AND NATIONAL EDUCATION-A circular has been issued to the authorities of the Training-Schools under Government inspection, calling attention to the steps which have been taken towards organizing local means of instruction in Drawing as part of Elementary Education. It states that the Training-Schools must be regarded as the points at which the most effectual impetus can be given to the promotion of the object in view. An intention is announced of instituting inspection into the system of drawing pursued in them. It is intimated that in time evidence of a certain proficiency in Drawing will be required of all students on account of whom the TrainingSchools receive grants; and further that, sooner or later, it might be thought improper to sanction the apprenticeship of Pupil-Teachers to Masters or Mistresses who had neglected to profit by the means about to be made available for acquiring a practical knowledge of Elementary Drawing. These requirements, however, would not be enforced till ample time had been allowed for making the necessary provision to meet them. But the Education Committee desired emphatically to record their opinion that the power of accurately delineating the forms of objects ought no longer to be regarded as an accomplishment only, or the result of some rare natural aptitude, but as an essential part of Education.

This circular was issued before the late change of Ministry; there can, however, be no doubt that the intention which it expresses will be fully carried out under the present Government.

THE NATIONAL SOCIETY.-A Royal Letter is now in course of being forwarded, by her Majesty's command, to the clergy of the various parishes in England and Wales directing collections to be made in behalf of the funds of the Incorporated National Society for the Education of the Poor. In the petition for the issue of this Letter by the president and governors of the Society, it is stated that the number of children attending Schools in connexion with the Society, at Christmas, 1851, was 886,430. The total number of Schools connected with the Church of England known then to exist, was 23,457, with 1,564,401 scholars. The entire amount of grants made up to that time in aid of building, enlarging, or improving school-rooms and teachers' residences, was £325,734. This implied an expenditure, derived from private contributions, of at least three times the amount in building alone, besides the annual expense of keeping up the Schools when built. The Training Institutions of the Society had, during the last nine years, sent out 2,147 trained Teachers: 1,133 Masters, and 1,014 Mistresses. The plan which the Society pursues is to encourage local voluntary efforts by grants in aid of the erection of schools and teachers' houses. It also maintains central Schools, affords support to various Normal

establishments, and gives aid towards the expense of inspecting, and remodelling Schools. The petition states that the increased and pressing demand on the resources of the Society proves that a general desire exists throughout the country for the extension of sound Christian Education amongst the growing masses of the population. The National Society was founded in 1811.

List of Candidates for Queen's Scholarships who succeeded at the late examination at Cheltenham. Besides these 21 others were placed in the second Class, and 16 failed.

IST CLASS.-Ayres, George, Student; Capewell, William, Derby Curzon St; Cole, Frederick, Student; Coomber, Thomas, Stockwell, St. Michaels N.S.; Cooper, Alfred, Student; Dee, James H., Tewkesbury, Trinity Infant; Edsor, Henry, Student; Elliott, Thomas, Pitsmoor N.S. (Sheffield); Goodwin, Samuel, Chapel en le Frith N.S.; Hardy, Francis, Derby, Trinity; Hardy, John, Derby, Curzon St.; Hatton, Thomas, Student; Jones, John, Stone, Ch: Ch; Kennedy, Edward, Student; Morris, David, Newport on Usk N.S.; Shaw, Thomas, Northampton, All Saints Parish; Taylor, Charles W., St. Marylebone, Est N.S.; Thurlow, John, Whitechapel, St Mark's N.S.; Tucker, Frank, Student.

NOTICES OF BOOKS.

The Church Schoolmaster.-The Rev. Saunderson Robins. Rivingtons.—In a country like England, depending so largely upon its manufacturing and commercial industry, there is no little danger lest a trading spirit should become universal, and the first and great question be in respect to every position-what will it pay? We think we quite understand the current arguments in support of this feeling, and are quite willing to admit to its fullest extent the influence of this motive in making men earnest and untiring in the pursuit of gain; and it is quite true that whilst improving their own circumstances, they enrich their own country. We are, however, far from being satisfied that this spirit is in due subordination; we doubt sometimes whether it has not a withering influence on all institutions and agencies connected with the moral elevation of the people. Too often the individuals employed in these high and sacred purposes are looked upon, and spoken of, as persons of an inferior caste who, instead of being producers and thereby adding to the national wealth, are mere consumers, feeding upon the labors of others. Many a labourer in God's vineyard who began well has withdrawn from his work, either because he became influenced by this money-getting mania or from being so often treated with disrespect by worldly men, came in the end to think his position a degraded one. Perhaps no class of benevolent agents has suffered more from influences like these, than Teachers; much more, we think, than would have been the case, had they received a larger share of sympathy. We honour then the man who devotes his time, intelligence, and Christian earnestness to direct and support the elementary Teacher. Teachers owe something to the Government for its efforts to improve their condition; they owe a higher debt to the author of "The Church Schoolmaster "" The former was good, the latter better; one improves but his outward circumstances, the other invigo ates his efforts by the best and bighest

motives.

The "Church Schoolmaster" contains eight chapters, all of them bearing directly on the Teacher's office and work. The whole is written in a simple and unaffected style, and characterized by an earnest and elevated tone. We could

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