course no needlework could be done, save for herself, and for two or three weeks Anne would have been nearly starved, had not the matron and others made continual inquiries respecting her, and given her bread. Several days when this was omitted we found she had been entirely without food. Her energy rarely, however, failed her. "Now she knew there was going to be an end to it, she didn't mind pinching a bit.' But one day her courage gave way; she had been sent to Bucklersbury with a parcel for the ship, and to make some inquiry about its sailing. She had started without any breakfast, and losing her way, returned without having executed her commission. She explained her trouble and tears in these terms: ""Twas bad enough, she had thought, to sit at home all day with nothing to eat and nothing to do; but let anybody try and they'd find it a deal worser to be pushed about the streets with a big parcel, going one didn't know where, and jostled up Holborn Hill and down again all in the rain, and then find one's self all wrong."

The excitement in the work-room about Anne's voyage and prospects was great; she had become such a favorite that all were willing to help her, and halfpence were subscribed and work done gratuitously for her, and even old clothes and books given her as keepsakes. The matron was very kind, and Anne showed unfeigned gratitude. Often when these presents were made her, she would rush down, and hardly waiting to knock at my door, burst in with—“ Just do, Ma'am, look here; would any one ever believe it? I shall get rich before I start, and none of them ever knew me before—wasn't it a blessed day when I knocked at this door?"

One poor woman having no means to help her positively gave a Saturday afternoon to paint her boxes as required, with the ship's name; her husband had been a painter, and she thought she could " save Anne a bit of money thus." So much for the kindness and sympathy of one poor one towards another.

The

Anne's favorite text was, "Words is nothing, Ma'am; 'tis no use of talking, may be you wouldn't believe me, 'tis best to wait and let you see." The girl's possessions had really accumulated so fast that the difficulty of packing them arose. The lady who had before taken great interest in her from the first, agreed, if the boxes were brought to the Institution, to overcome this difficulty herself. closing of these boxes was a scene worth witnessing, Anne having some original remark to make on each article as it was deposited in its place. "This shawl she'd never part with again, it had been along with her in all her troubles, and knew, that it did, what she'd gone through." "That ere article and she had walked many a mile together looking for work," &c. At last, as the lady was in the act of packing some handkerchiefs she herself had given her, the girl said, with an agitated voice, "Please, Ma'am, do you mind putting them things right at the top, where I could get at them?"

"Why?" said the lady, looking up. "Because," answered our emigrant, with a burst of tears springing from an overflowing heart, "them handkerchiefs and I have a deal to say to one another: when I talk to them, they'll remind me of all you've done for me; I'd like to look at them often when I'm on the ship."

By dint of squeezing the boxes were finally closed, and on the eventful morning of her departure Anne left us with 5s. in her pocket to commence her fortunes when she arrived the other side of the Atlantic; she was besides furnished with letters of recommendation to ladies in Tasmania. Her friend the matron accompanied her to the ship, and she left us with the good-will and regard of all the establishment. She cried bitterly on parting from us, and again brought forward her simple phrase of gratitude. "Words and promises, Ma'am, what are the use of them?-you shall see—I'll try and save some money to send for other poor girls situated like me."

We have yet to test these perspective promises, but I for one have little fear that our friend Anne S will prove worthy of the kindness bestowed on her. We therefore leave her, trusting in her sincerity, and wishing that her own words may be fulfilled, and that good news may reach us of our orphan emigrant. We may shortly hope for tidings of her arrival in Tasmania. She appeared just the right person for colonization, and, as a good laundress, would soon earn an independence, besides making a capital Bush servant, having some knowledge of cooking and other domestic matters; and, in my opinion, the mistress will be most fortunate who secures her services.

2, Hinde Street,

Institution for Needlewomen.

L. N.

XXXV.-THE REVISED CODE.

1. A Revised Code of Regulations. Presented to both Houses of Parliament by command of Her Majesty.

2. Four Periods of Public Education. By Sir James Kay Shuttleworth, Bart. Longman & Co. 1862.

THE interference of Government in the cause of National Education is of comparatively recent date. In 1811 the first movement was made towards this object by the establishment of two societies,

having for their definite purpose the education of the lower classes, viz. the British and Foreign Society, and the National Society. Under their auspices schools were established in many parts of the country, and the combined system of Bell and Lancaster introduced. While an extraordinary step was thus taken in advance of the dame-school, the monitorial method, upon which system the organization of these new schools was conducted, proved in practice very defective. The teachers, having received no preparatory training, were ignorant and prejudiced; and, as a natural consequence, the monitors selected from among the scholars, without the advantages of better instruction, never rose above the dead level of mediocrity. Public attention at length became excited. Lord Brougham was particularly active in inquiring into the question of educational progress, and in 1835 he brought the subject prominently before Parliament. A Committee was consequently appointed; and after the most minute and searching scrutiny, a Report was drawn up to the effect that the means of National Education were lamentably deficient. This led to the Order in Council of 1839, creating the Committee of the Privy Council on Education. The functions of this Board are similar to those which the Treasury had hitherto exercised, viz. "to superintend the application of any sums voted by Parliament for the purpose of promoting Public Education."

The immediate consequence of this measure was the development of various schemes connected with the spread of education, all of which reached maturity in 1846; when what is now termed "The Old Code" was fully established, and which, with the exception of a few trivial alterations, has remained in force up to the present

moment.

In our limited space, it were impossible to do more than sketch the broad features of this Minute of 1846; but we cannot understand the present agitation without mastering the subject under controversy. Those who desire to study the matter deeply may be safely referred to the work lately published by Sir James Kay Shuttleworth, the Four Periods of Public Education, embracing thirty years. A great social reformer himself, and one to whom the cause of education is much indebted, he has proved by practical experience the benefits which result from placing the means of good instruction within reach of the working population, and the imperative necessity that religious teaching must ever accompany secular education.

Before considering the Minute of 1846, we must bear in mind that England does not recognise compulsory education, neither does her Government insist upon any particular system of education. Managers may conduct their schools as they think fit, only no school can receive a grant of public money without conforming to the rules and regulations laid down by the Council on Education. But as this grant averages a third part of the income of the schools

receiving it, a general willingness has been shown to comply with the Government requirements; and the system of education thus introduced has caused a similarity of teaching, both of method and discipline, to be followed as regards the instruction of nearly a million children belonging to the working classes. Hitherto assistance has been rendered through various channels.

There is the building grant. On certain conditions being complied with as respects the erection, construction, and ventilation of the school, a sum of money may be granted, equal to the amount raised by local subscriptions. The same principle is followed in reference to the books and apparatus, never exceeding half the amount contributed by the school itself. Assistance to a very limited extent has been also extended to reformatories, ragged and industrial schools. These grants have reference to the formation of new schools; we have next to consider the means provided for their support. This is effected by the capitation grant, which averages five shillings per child, or all who have duly attended school 176 full days during the year, and whose progress has been satisfactory to the Government Inspector. This measure came into effect in 1853. The erection and maintenance of schools being considered, attention is next directed to providing efficient teachers. Under the "Old Code," assistance is rendered in three different ways. First, by the means of pupil-teachers; secondly, by giving these young persons a fitting education; thirdly, by assisting the managers of schools to pay high salaries to qualified masters and mistresses. Girls and boys of the age of thirteen may be bound apprentices to a certificated teacher of their own sex for the term of five years, during which period they daily receive an hour and a half's instruction after school hours, and are also practically taught the management of a school by assisting the master as monitors or under-teachers. As these selected scholars belong for the most part to families supported by manual labour, Government provides for their maintenance by a stipend of £10 for the first year, annually increasing till it reaches £20 at the close of the fifth or last year of their apprenticeship. This allowance is dependent on their passing a yearly examination by the Government Inspector. But as all schools, especially in rural districts, may not be able to carry out the conditions required, Government permits some of the scholars, under certain restrictions, to be admitted as stipendiary monitors: for such the standard of examination is lowered, and the allowance rises from £5 the first year to £12 10s. the fourth. After the five years of training, the pupil-teachers may compete for "Queen's Scholarships." If successful, they will proceed to complete their education by passing through the course of discipline and instruction provided at a training college. This extends over two years, and at the end of each year they pass an examination, which defines their position as regards the certificate, denoting three degrees of merit. Not

only does this certificate fix their professional seniority, but it also carries with it a pecuniary grant from Government in addition to the salary paid them by the several schools to which they may be appointed. The salary which they are to receive is also fixed by Government, so that every certificated master or mistress is certain to receive a specified remuneration. Added to which an allowance is made for every pupil-teacher duly instructed, at the rate of £5 for one, of £9 for two, of £12 for three, and £3 per annum more for every additional apprentice. If the number of scholars amount to a hundred and fifty, the master or mistress may have six apprentices, thus materially augmenting the salary. To a limited extent, pensions are also provided for disabled instructors.

From the practical working of the Old Code, we must pass to the results, and ascertain if by any means the end attained has been commensurate to the efforts made; always bearing in mind that the leading principles involved by the Old Code are two-fold: the first to stimulate private exertion in the cause of education by means of corresponding Government assistance; the second to inculcate the fundamental truth, that all education, to answer the purpose for which it is intended, must be placed upon a religious basis. Within twenty-eight years the State has contributed towards the support of national education £4,400,000; while voluntary assistance has reached twice that amount, or nearly £9,000,000. From 1833 to 1846 the Government grant progressed from £20,000 to £100,000. From 1846 to 1851 the expenditure averaged £150,000, from 1851 to 1856 £450,000, while from 1856 the grant has gradually increased to almost double the last-mentioned sum. About 10,000 schools are now under inspection, of which nearly 7,000 receive assistance from Government. From 1849 to the present time the number of certificated teachers has risen from 881 to 8,000, pupil-teachers from 3,580 to 16,000, while Queen's scholars now average 2,800, all engaged in the tuition of nearly a million children belonging to the working classes,—in a numerical point of view, with this great result, that education has advanced during the last thirty-five years from one in every twelve of the population to one in every seven, a proportion nearly equal to that of Prussia, where education is compulsory. Towards the partial support of this educational system, the Government grant last year reached £800,000, divided in the following manner:-Grants to certificated teachers, £124,000; to pupil-teachers, £300,000; in capitation money, £77,000; the rest being absorbed in the maintenance of training colleges, normal schools, new buildings, &c. &c.

Schools have multiplied in equal proportion.

In 1860 the Church of England received of the sum voted £437,643; the Dissenters, through the British and Foreign School Society, £65,361; the Wesleyans £37,677; the Roman Catholics £29,739. From 1839 to 1860 inclusive the Church of England