likely to apply. Group them, for example, once a month, in the way described the "Code" and "Instructions," and institute a searching and rigid examination for every scholar. But in all other respects continue to use the organization and the methods in which you have confidence, and which you have found advantageous to the general intelligence and success of your school work. Beware of any attempt to narrow your view of that work simply to the requirements of the examination. Avoid especially books and methods which profess to be specially adapted to the six standards. To adopt this will be to make your whole course of instruction mechanical and lifeless. If a book or a method was, in your judgment, the best for teaching reading or arithmetic before the New Code, and if you felt that you could teach those subjects better by it than by any other, that book or that method is the best for your purposes now. Every principle of teaching which was valid before, is in force now. There is the same necessity as ever for making reading intelligent and pleasing, and for connecting good oral illustration with arithmetic and other elementary work. The six standards describe a method of testing, not of teaching. They are not meant to supersede any methods, or any text-books or lessons which may have been found efficient for their purpose; and, on the whole, the less a faithful and good teacher thinks about the six standards while he is teaching, the better. They will be useful to him in periodical examinations, but not otherwise. Above all, it is hoped that teachers will not lose sight of those higher aspects of their work, which, in the training colleges, and in the meetings of teachers' associations, have been brought before their attention so often. That in a school for the poor, God's holy word should be taught and affectionately enforced; that character should be moulded, conscience enlightened, and the principles of moral truth and duty explained; that some knowledge of the world in which we live, and of the great men who have lived in it should be imparted; that the scholars should be well drilled and exercised in the meaning of language, and in its use as an instrument of thought; that the tastes of the scholars have to be cultivated, their thoughtfulness and mental life to be encouraged, their love for knowledge to be strengthened ;—all this is as true now as it ever was. It would be a great misfortune if any new legislation caused teachers to forget these things. And it is very certain that if these things are forgotten, the misfortune will fall not alone on the children and on the community in which they are hereafter to be absorbed, but it will fall with special weight and dishonour on teachers as a body, and on all those hopes of increased influence and public estimation which they have so long and anxiously cherished. LOG-BOOKS. THE attention of teachers is specially invited to one item in the New Code which has been in some cases overlooked. Diary or Log-Book of School. 56. The diary or log-book must be stoutly bound, and contain not less than 500 ruled pages. 57. The principal teacher must daily make in the log-book the briefest entry which will suffice to specify either ordinary progress, or whatever other fact concerning the school or its teachers, such as the dates of withdrawals, commencements of duty, cautions, illness, &c., may require to be referred to at a future time, or may other、 wise deserve to be recorded. 58. No reflections or opinions of a general character are to be entered in the log-book. 59. No entry once made in the log-book may be removed nor altered otherwise than by a subsequent entry. 60. The inspector will call for the log-book at his annual visit, and will report whether it appears to have been properly kept throughout the year. 61. The inspector will not write any report on the good or bad state of the school in the log-book at the time of his visit, but will enter therein with his own hand-the full name and standing (certificated teacher of the class, or pupil-teacher of the year, or assistant teacher) of each member of the school establishment. The inspector will not enter the names of pupil-teachers respecting whose admission the Committee of Council has not yet pronounced a decision. 62. The summary of the inspector's report, when communicated by the Committee of Council to the managers, must be copied into the log-book by the secretary of the latter, who must also enter the names and description of all teachers to be added to, or withdrawn from, those entered by the inspector, according to the decision of the Committee of Council upon the inspector's report. The secretary of the managers must sign this entry. 63. The inspector, before making his entry of the school establishment in the following year, will refer to his own entry made in the preceding year, and also to the entry which is required to be made by the secretary of the school pursuant to Article 62, and he will require to see entries in the log-book accounting for any subsequent change of the school establishment. The following correspondence, which has recently taken place, explains still further the views which are entertained by the authorities respecting the manner in which the log-book should be kept, and the purposes which it may be made to serve. From a School Manager to the Secretary of the Committee of Council. SIR,-Under Article 55, it is indispensable that a log-book should be kept. The teachers of my own and neighbouring schools are perfectly at a loss to know the nature of the daily entries which are to be made in this log-book; and I understand that her Majesty's Inspectors are unable to afford them the requisite information. Under Article 57, the principal teacher has to enter in this book, "ordinary progress, and dates of withdrawals, commencements of duty, cautions, illness, &c." The entry of the daily ordinary progress of the school by the teacher will be most difficult to gauge and state; and when stated, can hardly be deemed to be ascertained on satisfactory testimony. The dates of withdrawals, and admissions, and sickness, &c., are already given in the register books of attendance, &c., which, by Article 55, have also to be kept. With the exception, then, of commencements and close of duty, there appears to be nothing left for insertion. You would much facilitate the carrying out of the provisions of the Revised Code on this point, if you will be good enough either to issue an explanatory letter to her Majesty's Inspectors, or, still more, by the giving of a specimen sheet. I will place your reply before the next meeting of the Board of Education for this Archdeaconry, of which Board I am the Honorary Secretary.-I am, Sir, &c. Reply from the Secretary of Committee of Council. REV. SIR,-With regard to a diary or log-book beyond the matter referred to in Articles 61-3, my Lords are of opinion that a zealous and intelligent teacher will not be at a loss to make other entries, and will not find that the term "ordinary progress" expresses the whole of his experience from year's end to year's end. Log-books and diaries are kept in other employments that offer no greater variety of observation. If it were necessary to specify entries of importance, one that might be named would be the record of each occasion when the managers examined the several classes of the school, in what subjects, and with what result. If such examination were periodical, the record would be still more valuable, and would tend to maintain the recurrence of them. The extent to which the superintendence of the school was maintained by visits of the managers would also appear. In the working of the school, most days would suggest some indication to an observant teacher, as to whether this or that class, this or that subject, this or that method, was all that ought to be; or not, and why. Similarly, fluctuations of attendance, co-operation of parents, and the rates of and modes of taking school-fees, are so many heads under which facts worthy of notice are constantly occurring, and of a different kind in towns and in the country. The log-book is not meant to contain essays on these or similar subjects, but to collect the items of experience. A teacher who performs this duty simply, regularly, and with discrimination, will find it a powerful help in mastering his profession, as well as an honourable monument of his labours. I have the honour to be, Sir, Your obedient Servant, R. R. W. LINGEN. It may be hoped that the diligent and faithful registration thus described, will be found to serve many important purposes in a school. Teachers will do well to devote a little reflection to the matter, before the time for keeping such a book arrives, in order that they may determine what sort of entries they propose to make (see Art. 57), and also what is the precise form in which those entries may be most perspicuously and usefully made. Log-books expressly prepared and adapted for this purpose may be obtained at five shillings each, at the Depository in the Boroughroad. The Portfolios for the reception of official letters can also be procured at the Depository. GENERAL EXAMINATION OF TRAINING SCHOOLS. CHRISTMAS, 1862. SCHOOL MANAGEMENT. Males-Second Year. SECTION I. (No candidate must omit any part of this section.) From the class register, calculate the average age of the children, and the average attendance for the week. (Specimen of register given here.) How is the average attendance during the year to be calculated? Explain exactly the way in which the registers are to be kept by your assistants, and by yourself. At what hours daily, or weekly, may this work be most conveniently done? Explain a good method for registering the progress of children as well as their attendance. SECTION II. 1. How would you organise a school of 100 boys (80 in average attendance) in a Small country village, with one pupil-teacher? 2. How would you organise a mixed school in a village, average attendance 120 of all ages, with two pupil-teachers, and a sewing-mistress for the girls? SECTION III. You are supposed to be placed in a village with a large school-room, and a very small number of children of very different attainments (no pupil-teacher). What would you do to organise your school as it is to increase the numbers-and to secure that your scholars should bring as much aid as possible to the funds of the school? SECTION IV. 1. What subjects must be taught carefully in schools, in order that the children may show a general proficiency in "Reading?" To what extent must such subjects be taught? 2. "If the general progress, intelligence, and knowledge of the children in a school are not satisfactory, the school funds will receive less aid from Government." How do you propose, in the organisation of any school you may have to conduct, to provide against such a failure as is thus indicated? SECTION V. Give notes of a lesson to your children on " Punctuality." SECTION VI. Write a short essay on "Means of obtaining control over children." HISTORY. Males-Second Year. Candidates are not permitted to answer questions in more than one section. SECTION I.-SAXON PERIOD. 1. What monuments remain of the Roman occupation of Britain ? 2. A short account of the kingdom of Wessex from Cerdic to Egbert. 3. The condition of the Britons when the Saxons had conquered the greater part of the country. 4. State (a) the different races by which Scotland was inhabited in the 8th century; (b) what districts they inhabited; and (c) when and under what circumstances they were united. 5. Some account of Archbishop Theodore, and his controversy with Wilfrid. 6. The invasions of England by the Danes under Lodbrog and his sons. 7. The history of Athelstan till the battle of Brunanburgh. 8. Some account of Dunstan. Explain the difference between "regular" and "secular" clergy. 9. What Anglo-Saxon institutions can you trace in the social or legal customs now established in Britain? SECTION II.-FEUDAL PERIOD. 1. What causes, besides the valour of the Normans and the personal ability of William I., may be assigned for the subjugation of the country after the battle of Hastings? 2. The life and fate of Duke Robert of Normandy. 3. The extent of Henry II.'s dominions, and the measures he adopted for the restoration of order in England on his accession? 4. The character of St. Thomas à Becket. 5. The state of England during Richard's absence in the Holy Land. 6. The circumstances which led to the ascendancy of Simon de Montfort i Henry III.'s reign, and the consequences of the usurpation. 7. An account of the conquest of Wales by Edward I. 8. The character and exploits of Sir William Wallace. 9. The progress of the country in the reign of Edward III. with respect to the fine arts; the administration of justice; and of the church. SECTION III. 1. The title of Henry VII. to the throne of England; its defects, and how they were remedied. 2. The insurrection of Perkin Warbeck. 3. What was Poyning's Statute? 4. The rise and character of Cardinal Wolsey. 5. The invasion of Scotland under the Earl of Hertford in 1544. 6. The progress of the Reformation in Scotland. 7. The state of Ireland in the reign of Queen Elizabeth. 8. The dissension between James I. and successive Parliaments. methods did the King raise money when the Parliament was not sitting? 9. The growth of literature in the time of Queen Elizabeth and James I. 10. The part taken by the Scots in the civil wars from 1639 to 1649. SECTION IV. 1. Cromwell's campaigns in Ireland in 1649 and 1650. 2. What was the "Institute of Government ?" passed? and what were its provisions? By what By whose authority was it 3. An account of the successive Parliaments summoned under the Protector, their temper and their acts. 4. What were the particulars of the Declaration of Breda ? 5. What was the object of the Triple Alliance (1669)? 6. The principal acts passed in the reign of Charles II. to protect the church. The objects and the fate of the Exclusion Bill. 7. The real and supposed plots in the reign of Charles II. 8. The arguments for and against a standing army, and their result in the reign of William III. 9. The case of Dr. Sacheverel. SECTION V. 1. The history of the South Sea Scheme. 2. The growth of the National Debt. 3. The character of Bolingbroke, or Sir R. Walpole. 4. The progress of colonial settlements in the reign of George II. 5. Illustrate the progress of the liberty of the subject by the case of Wilkes. 6. The rise and power of Hyder Ali. 7. The legislation of the English Parliament on the slave-trade and on slavery. 8. The Walcheren Expedition. 9. The military operations in the Spanish Peninsula in 1813. BRITISH HISTORY. Males-First Year. You are not permitted to answer more than one question in each section. Acting teachers may confine their attention to the questions marked with an *. Candidates in Scotland should answer one question in each of the seven sections. SECTION I. *1. Name the kingdoms of the heptarchy, and explain their situation with respect to each other. 2. An account of Canute and his family. 3. The changes introduced under the Norman princes in the tenure of lands. What was Domesday? What was the position of the labouring man under the feudal system? Or, in Scotland, 4. State how Scotland was affected by the Norman Conquest of England, and the results of the wars that ensued between the two countries. SECTION II. *1. The most prominent events of English history from the battle of Hastings to the death of Stephen? |