either the examinations or the meetings separately. The Mayor was in the chair, and amongst other gentlemen on the platform were Sir C. Douglas, M.P.; Revds. W. Robertson and T. W. Henderson; and Messrs. J. Gillet, C. Gillet, R. Edmunds, sen., R. Edmunds, jun., W. Edmunds, A. Gillet, J. Gazey, J. Harlock, J. Cadbury, J. Beale, W. Johnson, W. Cubitt, and J. Kilby. The examination was conducted by Mr. Moore, of Cheltenham, with much tact and ability. On no point was the sLightest falling-off exhibited from the high standard of the previous examinations. In geography, which was the first branch of the examination, their answers proved intimate acquaintance with the subject. The reading lessons were compelled to be shortened, only the first and third classes reading, the third commencing with a German version of the well-known legend of "Little Red Riding Hood." The readings of the first class were two extracts from the History of England-subjects, Alfred the Great and the Battle of Hastings; and a poem, the "White Ship," on the loss of the son of Henry the First on his homeward voyage from France. The style of reading was excellent, and displayed both intelligence and correctness on the part of the readers. In Scripture history and geography, and also in English history, the boys were likewise evidently well up. The last part of the examination was an exercise in mental arithmetic, which was not behind other portions in the remarkable proficiency shown by the scholars. The examination was enlivened and diversified by music, the selection included in the programme being sung with harmonious precision.

At the conclusion of the examination, Mr. Cadbury, the secretary, read the Report. "Twenty-three years ago these schools were opened with the idea of supplying to the town and neighbourhood of Banbury a sound, practical, nonsectarian education, based upon the principles of the British and Foreign School Society. The number of children who have been immediately benefited by the instructions given in these schools may be gathered from a report of admissions kept since January, 1854, during which period 1,072 boys and 693 girls have been admitted into your schools, while during the past year 189 boys and 152 girls have been present at one time. It is a source of gratification to your committee that the children in over-hours have voluntarily attended to receive instruction in natural history and drawing. The supporters of the schools will have an opportunity to-day of seeing the results in the drawings upon the walls; and the satisfactory list of those who received prizes in animal physiology and natural history from the Government Department at South Kensington last year, induces them to believe that the children will be rewarded in a practical form for their assiduity, while the habit of observation will tend to awaken curiosity, enlarge their views, and interest their feelings. Your committee particularly call the attention of their subscribers to the following report of Mr. Matthew Arnold, Her Majesty's Inspector, who visited these schools last October. It is valuable as evidencing that while your teachers have exerted themselves to train the children to form correct ideas upon subjects which are generally considered as in advance of a merely elementary school, they have paid full attention to those elementary subjects which the claims of every-day life require:-' Boys.-Tried by any standard, whether by that of elementary instruction possessed by the scholars, or by that of their general information, the results attained in this school are most satisfactory. Girls. It would be difficult to find a better girls' school of its class than this. The appearance and behaviour of the scholars are excellent, and their general information is sound and good, without any sacrifice of the elementary matters of instruction."" Mr. Cadbury, in reference to the expenditure, explained that there had been an outlay of upwards of £50 in apparatus, which would not require to be renewed for several years to come. Sir C. Douglas, M.P., moved the first resolution, which was seconded by Mr. R. Edmunds, jun. The Rev. W. Robertson moved a vote of thanks to the chairman. The Mayor briefly responded. He was very much gratified with the way in which the children had

answered the questions proposed, and he was sure all present, and especially the parents, must have been equally so. He hoped the school would go on and prosper as it had heretofore done, and thanked them heartily for the honour they had done im. Mr. Beale having explained the manner in which the prizes were awarded to the boys, according to the number of marks received, the distribution of the awards took place, and the proceedings were brought to a close by the National Anthem. RICHMOND.-On Thursday, July 3rd, Mr. Vardy conducted a public examination of the children in these schools. In the absence of the gentleman who had promised to preside, the chair was taken by the Rev. James Wilkie. The examination com. prised reading, grammar, geography, and Scripture history, interspersed with the singing of school pieces, the children acquitting themselves very creditably. The meeting was subsequently addressed by the chairman, by Charles Burt, Esq., William Standen, Esq., and other gentlemen.

DORCHESTER.-The annual meeting and public examination of this school was held in the Town Hall, under the presidency of William Tice, Esq. The examination embraced the usual subjects, the children acquitting themselves satisfactorily. The secretary, Mr. Vernon, read the Report, and the meeting was addressed by the chairman, the Rev. Joseph Fox, B.A., Matthew Devenish, Esq., and Mr. Vardy.

EDUCATION IN WALES.-NORTH WALES.

PENTRAETH is the name of a parish in the hundred of Traethwy, situate about five miles to the north-west of Beaumaris. The small village of the same name stands in the eastern extremity of this parish, within half-a-mile of Red Wharf Bay, so disastrously associated of late years with shipwrecks.

The population of the neighbourhood, including adults and children, within a circle of two miles around the village, is 1700, and there are in this district three churches and eight dissenting places of worship.

According to the latest calculations made, the numbers attending the places of worship of the different religious denominations are as follows:

The remaining 56 are young children. From these statistics it is seen that more than nine-tenths of the inhabitants of this neighbourhood are Nonconformists. Mr. Roger Evans, a gentleman who has recently settled at Vron-Goch, commenced investigating the condition of the district; and he was not long in detecting its great deficiency in the means of education. He saw a great number of children about, evidently without the advantages of every-day instruction of any kind, and this led him further to inquire into the means of education the neighbourhood afforded; but to his disappointment he found that they were exceedingly insufficient and defective. He mentioned to several friends his readiness to contribute £50 towards starting a fund for improving the condition of things, provided the district supported him. He was told that the vicar and others had, many years since, talked of similar improvements, and this resulted in further researches on his part, from which he found that no measures whatever had been adopted towards accomplishing that end. A public meeting to consider the matter was agreed upon, and fit persons were invited to attend, to give their opinions on the project. Consequently

a numerous

and influential meeting was held towards the close of last month, presided over by

Roger Evans, Esq. There were present also the Rev. John Phillips, of Bangor, and the Rev. Henry Rees, of Liverpool.

The Chairman said, it was the business of this meeting to reply to the simple question, whether or no they would have a school established on principles perfectly ansectarian::—a school which children might attend, and which would not interfere with anything that was a matter of conscience to the parents. The establishment should be a British School. He might mention to the meeting, what most of them were already aware of, that a request signed by eighteen or twenty farmers and others had already been sent to Lord Vivian, for land to build the school upon. His lordship granted their request on reasonable terms, which they had agreed to accept. He (the chairman) had promised to increase his subscription to the amount required to purchase the land and obtain the title deeds, so that, without expense, it might become the freehold property of the committee. They were now corresponding with the Committee of Council on Education, relative to the grant made by the Government in such cases, and he believed that their success in this quarter depended mainly upon the result of that meeting.

The Rev. J. Phillips was next called upon. He dwelt upon the origin and rapid progress of the British and Foreign School Society. He furnished some particulars respecting its history, and explained that the Society is not sectarian in its principles, but encourages the propagation of scriptural knowledge amongst the children of the poor, untinctured by the dogmas of sect or denomination. One of its chief objects is the preparation of young men for the office of teachers, upon the conduct and efficiency of whom, after all, depend mainly the benefit and success of the school. He believed that this meeting would prefer to any other a school founded on principles which ensure moral elementary instruction and scriptural education, together with perfect liberty for parents to take their children on Sundays to the places of worship and Sabbath-schools attended by themselves.

The Rev. Henry Rees addressed the audience in his usually able manner. The chairman then asked the opinion of the meeting on the subject. A committee was nominated, and the undertaking, thus hopefully commenced, promises to be one of great usefulness to the people of the district.

SOUTH WALES.

CLYDACH, near Swansea.-In August a commodious new school was opened in this place. There was no school of any sort here before. It is under the charge of a certificated master, and in about a fortnight after the opening the scholars numbered about 120.

MERDRYM, near St. Clear's.-A new building is nearly ready in this rural village, for a British School. There is no school under inspection within several miles, but a certificated master will be engaged, and, it is to be hoped, that a good school will be established here very soon.

TREHERBERT, near Pont-y-Pridd.-The British school-room here being overcrowded, it was deemed necessary to have a new room, which is to be erected forthwith. It will be capable of containing 200 children.

LLANSAMLET, near Neath.-The room that was opened for a British School in this place, early this year, was found to be too small; a large room was therefore added to it, and it was lately opened. Both rooms are now nearly full of scholars. LLANON, near Aberaeron.-A new school-room is in course of erection in this village.

CROESLLAIS, near Llanelly.-A new building is now being erected for a British School in this rural district.

Throughout South Wales new British Schools are being established, and old ones improved, while the quality of the education is progressing as rapidly as we can expect in the rural districts, as well as large towns.

REPORT OF THE COMMITTEE OF COUNCIL ON EDUCATION FOR 1861-2.

SINCE the publication of our last number, the annual volume of Minutes and Reports has been issued from the Council Office. The circumstances which have rendered the past year so memorable in the history of education in this country give increased interest and importance to the present volume. It contains, of course, in its final shape, the Re-revised Code, and has prefixed to it, in the shape of a Report addressed to Her Majesty by the Lords of the Council, a brief summary of the year's proceedings, a short account of the changes in administration which have been made within the year, and a vindication of the principles on which they have been made. From the early pages of this Report we extract the following summary of the operations of the Council for the year :—

"During the year 1861, as compared with 1860, the number of schools, or of departments of schools under separate teachers, which were actually inspected, was increased by 497, and the number of children by 65,758; the number of pupil-teachers by 742, of certificated teachers by 987, of students in training to become schoolmasters and schoolmistresses by 43. Capitation grants were paid on 54,220 more children; 206 new school-houses were built, comprising (besides class-rooms) 335 principal school-rooms and 185 dwellings for teachers; 135 other schools were enlarged, improved, or furnished afresh; accommodation was created for 47,103 children, exclusive of the schools improved or newly furnished, but not enlarged. During 1861, sixty Inspectors, including twenty-four Assistant-Inspectors, were employed in visiting schools, and in holding examinations. They visited 10,900 daily schools, or departments of such schools, under separate teachers. They found present in them 1,028,690 children, 8,069 certificated teachers, and 15,498 apprentices. Of the schools or departments, 2,281 were for boys only, 2,260 for girls only; in 4,739, boys and girls were instructed together; 1,620 were confined to infants (children under seven years of age). Of the children, 566,333 were males, and 462,357 were females. The preponderance in number of the schools for children of both sexes over separate schools arises from the fact that this organization is almost universal among the Presbyterian schools in Scotland, and prevails largely among the schools of Protestant Dissenters in England and Wales, not to mention that it is necessarily adopted in many parts of the country where the means to maintain two teachers are wanting. The Inspectors also visited thirty-nine separate training colleges, occupied by 2,869 students in preparation for the office of schoolmaster or schoolmistress. In December last, these students and 2,782 other candidates were simultaneously examined for the end of the first, second, or third years of their training, or for admission, or for certificates as acting teachers. The Inspectors also visited 442 schools for pauper children, containing 32,481 inmates, and 58 ragged or industrial schools, containing 4,411 inmates."-Report, page viii.

The reports of Her Majesty's Inspectors are this year unusually brief. They are written under an evident feeling of constraint, and lack the freedom and boldness which have so often characterized similar documents before. The language is guarded and official; opinions are rarely expressed except upon questions of plain fact. Nevertheless, the volume abounds in useful practical suggestions, and in matter of the highest interest to teachers and school managers. Thus Mr. Mitchell, who is known to have taken a consistent and earnest interest in the sanitary condition of schools for many years, once more speaks strongly of the necessity for ventilation, and remarks

"It is sometimes said that the school cannot be ill ventilated, as it is very lofty and large. This is so common a mistake, that I think it right to correct it. Large rooms are not necessarily better ventilated than small ones. If shut up, the air becomes equally impure from the breathing of the children. Every room, large or small, is ill ventilated if there be not sufficient openings to allow of the whole of the atmosphere being constantly changed by the admission of fresh air, and this not from passages or porches, but from the open."-p. 41.

On the subject of reading, to which the Inspectors are known to attach primary importance in their examination of schools, some useful remarks are made. Mr. Kennedy feels that much has yet to be done in this department, and says

"Reading is, of course, taught without exception down to the youngest child. This subject stands third in point of merit among those taught, although more time is spent upon it than upon any other. The fact is, I believe that there are special difficulties in the way of good reading, and also that

mistakes are generally made in the methods of teaching it. The great and essential element of good reading is for a person to understand thoroughly what he is reading, and this is rare among the children in our schools. Then, too, the Lancashire dialect presents a special impediment to good reading. The prevalent mistakes about teaching it are, first, the teaching capital and script letters to infants. These should not be introduced to the notice of children till they can read monosyllables easily in the ordinary small characters. Secondly, the books commonly in use are not sufficiently amusing and interesting, and with this error is intimately connected the mistake of not making children thoroughly understand and appreciate what they read. And again, teachers do not sufficiently read to children, exhibiting models of what good reading really is."-p. 75.

Dr. Morell, whose experience has principally lain in the same county, takes a more hopeful view:

"READING.-As a good deal has lately been said respecting the deficiency of reading in our schools, I have made it my especial object to pay attention to this subject, and have attempted to estimate how far the complaint is well-grounded and just. In order to do this the more accurately, I have looked back over the experience of fifteen years to see what kind of visible advancement has been made in this particular during that period. I can remember a time when the old, dull, monotonous, uninflected style of reading was very common, if not general. This is a thing now, I am happy to say, wholly unknown in my district, and, I imagine, equally so in most others. I can remember a time when the Bible was almost the only reading-book in a great number of schools, and was thumbed over in half the classes in a style equally useless and irreverent. Reading-books, written in the style and upon the subjects of every-day life, have now everywhere been added. Throughout the entire mass of our primary schools, this sort of progress has been quietly going on within the range of my own personal experience; and knowing, as I do, the difficulties with which both children and teachers have to contend, I do not think that the actual advance has been either unsatisfactory or discouraging. In some schools, indeed, and those not very few, the number of children who can read fluently is, I fully believe, as great as under the circumstances could be obtained by any system of instruction whatever, even though devised to accomplish this special purpose; and I should not hesitate to put them in competition, as to reading power, with any class of popular schools in any other country. This conclusion I have come to, moreover, after visiting some of the best schools in France, Switzerland, and Germany."-(p. 128.)

In relation to general school discipline and organization, Mr. Kennedy has some valuable hints, which teachers would do well to ponder.

"As regards organization, too many teachers are still fond of keeping the classes standing on the floor, even when the school is provided with plenty of good benches and desks. I have seen this done even at the arithmetic and dictation lessons, when desks, if they can be had, seem specially needed to support the slates.

"As regards order, far too little attention is paid to the mode of disposing of the caps and bonnets, both with reference to neatness and appearance in the room during school-time, and to facility of finding them when the children leave school. The copy-books are too often kept in a very disorderly way, not only in reference to the untidy appearance of each copy-book, but also in regard to the copybooks of one class being mixed up with those of another. The closets in which the books and apparatus are kept are very frequently more dirty and disarranged than they ought to be. The chalk is sometimes such as one cannot easily write with. Their own fixed place is not duly assigned to all books and apparatus. The children are not sufficiently taught to sit in their desks on an orderly and regular plan.

"As regards discipline, passing over other defective points, I will refer to two only, one of which is injurious to the children, and both of which are troublesome to an examiner. I am sorry to say, then, that in some schools—a minority of schools, perhaps, but too large a minority-I find the practice of copying from each other is not duly and effectually prevented among the scholars. The other point is, that when a class is being questioned, the children are not habitually disciplined and accustomed to hold up their hands whenever they can answer, waiting in silence till the examiner calls upon some one scholar to give the answer. Those who are accustomed to examine a class with an earnest view accurately to test the children, and to carry away a bona fide acquaintance with the class, and what each child in it really knows and can do, will, I think, agree with me in saying that these two pointsviz., the total absence of copying, and the silent holding up of the hand in sign of readiness to answer a question, are indispensable requisites of perfect method and discipline."-p. 74.

Mr. Arnold repeats a suggestion which has often been made before, respecting the value of memory exercises in schools-a matter often much overlooked.

"The learning by heart of extracts from good authors is, I have often thought, a lesson which offers an excellent discipline for our pupil-teachers, and I rejoice to see it instituted by one of the regulations of the much-attacked Revised Code. This regulation at any rate, I think, no one will be found to attack.