porting the National Society. I believe there is ample room in this country for the exertions of both. I believe that, according to the varying circumstances of different parts of the country, the labours of one of the other of these societies may be usefully employed. On the other side of the Quantock Hills, where I reside, in the country parishes, where the people are almost all members of the Church of England, I believe it to be my duty to give my support to schools founded upon the principle of the National Society. On the other hand, in the divided opinion of the people of this country, it has been a wise principle on the part of the Legislature not to lay down any uniform, unvarying rule by which the encouragement of the State shall be given to any one system of national education, and to repel every other from taking advantage of it. I hold there is no abstract right or wrong upon this subject. For instance, in Ireland, where the circumstances of the country are altogether different from what they are here, I have always been a cordial supporter of that system of education there which places Catholic and Protestant upon the same bench in the school, and gives them instruction upon all those points of Christianity upon which they are able to agree; and, in spite of opposition and in spite of its many enemies, that system has succeeded in conferring inestimable blessings upon the people, by giving to thousands of the young the advantages of a good education. I understand that there are no less than three hundred pupils in these Taunton British Schools, and I rejoice to hear that among those pupils are the children of Christians of different denominations. The children of the Church of England sit on the same form in school with the children of members of other denominations; and so far from objecting to this, I cordially agree with it, because I believe that it teaches valuable sentiments -I mean those sentiments of mutual forbearance and respect which they afterwards carry with them into active life; and while adhering conscientiously, firmly, and faithfully to those principles which they believe to be right, they do not, at the same time, do so in an arrogant and exclusive spirit, but they give to others the same freedom and liberty of thought which they demand and require for themselves. I am told by those who are the best judges of the state of these schools-I mean the examiners, both for the Government and for the Parent Society-that they are able to express remarkable satisfaction at the position which the Taunton schools take, and that they consider them as being conspicuous among the schools of this part of the country for the admirable manner in which the children are taught. We have the satisfaction of knowing that her Majesty the Queen is the gracious patroness of the British and Foreign School Society, while we have the advantage of the important support of some of the most eminent men in the country, who have always advocated the principles upon which these schools have been established. I have never varied in the opinion that these principles commend themselves to the reason and intelligence of all wise and just friends of education, and I have never had the slightest hesitation in giving them my cordial support, and I shall continue to do so. It is most gratifying to see here this evening so very large and important an assemblage of Taunton men, and, I may add, of Taunton women also; for, after all, the best instruction is that which is gained at the knee of the mother. I am told that there are many persons in this town who owe their position in life to the education they received in these schools, and have reason to bless the day that such an institution had been established to make them what they are in life-honest men and good members of society. I hope these children about me will bear in mind how important it is that they should avail themselves of that information and that instruction which are here offered to them. They must remember that youth is the precious seed-time of life, and that, however desirous others may be of promoting their welfare and their education, unless they will co-operate and avail themselves of these advantages, they cannot be happy and respected in future life.”

LORD DERBY ON MIDDLE CLASS EDUCATION.

THE prizes awarded to the successful candidates at the Collegiate Institution, Liverpool, were presented by the Right. Hon. Earl of Derby on the 10th of October last. His lordship, referring to the above subject, said,—

"I need not say to those who know the history of education in this country, that fifty years ago-I speak of a time when I myself was a boy at Eton-the education of this country was upon a deplorably low standard; that the amount afforded of public education for any class of society was exceedingly scanty in amount, and exceedingly deficient in character. It is true, indeed, that to a certain portion of the higher, or, at least, the wealthier classes, the public schools afforded a certain degree of instruction and of education; but at the same time, without in the slightest degree wishing to disparage those classical studies which at that time formed the almost entire and exclusive subject of instruction at Eton-those studies from which I hope that I have myself derived some advantage, and which I am sure have procured for me great enjoyment,-I say without in the slightest degree disparaging studies which I hope will always be considered as an essential portion of a liberal education in this country, I am bound to say that at the time of which I speak-things have much improved since-whatever benefit a boy derived from his instruction at Eton, was derived much more from the effect produced upon his character by the social influence of that little miniature world of which he was a citizen, than by any cultivation of his intellect or expansion of his mental powers which he could derive from the ordinary business of the school. With regard to the other classes, education was infinitely more deficient still. The ancient grammar schools-excellent as they were in their original intention, and adapted to the times for which they were founded-were insufficient to meet the requirements of the present uge, even if they had not in many cases, from apathy, from neglect, from abuse, and from insufficient endowment, become wholly or partially insufficient. At the time of which I speak-God be praised that a change has taken place since there were many excellent men who apprehended serious danger from communicating instruction and education to the lower classes of society, and thought it was absolutely essential to the well-being of the country that these classes, in order that they might not be dissatisfied with their condition, should be kept in a state of profound ignorance. I am speaking of opinions and feelings which prevailed many years ago. A change, however a vast change-has come over the feelings of society upon these subjects; and I am not quite sure that we do not, with regard to the lower classes of society, run some risk of falling into the opposite error, not of over-educating—for I think it is impossible to over-educate boys who are capable of receiving such an amount of instruction as may be given to them during the short period to which their school attendance is confined; but I am afraid there is some risk with regard to the lower classes, that our education should be too ambitious, and that in striving to crowd a vast amount or instruction into the very limited space of time which alone can be afforded, we run the risk of getting not a sound, wholesome, elementary education, but a superficial smattering of a great deal without a solid knowledge of that which is most useful. The great improvement, however, which took place in the education of the lower classes made still more apparent the lamentable deficiency of any proper provision for those whom we call, by a familiar and colloquial expression, the "middle classes" of society. Now it is not without a purpose that I have entered upon what may appear to be somewhat irrelevantnamely, a discussion of what may be intended and meant by the terms "middle class." I have done so because it has a direct bearing upon the object and intention with which this institution was founded. Looking to the extent of the middle classes as I have defined them-that active, energetic body, the leaven of the whole social community-which has furnished no

inconsiderable number of our statesmen, which has furnished by far the largest proportion of the liberal professions, the bar, the bench, and the episcopal bench, also which has distinguished itself in the army, which, in point of fact, has supplied every liberal profession with some of its brightest ornaments. If I might be permitted to pause for a moment, I have often heard the late Sir Robert Peel make it a subject of boast that he belonged to and had sprung from the middle classes of society; and we all know that, by his own energy and industry, the father of Sir Robert Peel had raised himself from a position certainly not entitling him to be placed above the middle classes. I remember that, twenty years ago, another right hon. gentleman, and an ornament of this country at the present time-I mean the Chancellor of the Exchequer-made it his boast that he, too, was sprung from the middle class of society, and he pointed with pride to the honourable example and the honourable position which had been attained by his respected father, who was well known in Liverpool as a merchant, and respected by all who knew him. From the middle class have sprung such lawyers as Eldon, and Stowell, and Lyndhurst, and St. Leonard's. From the middle class have sprung such soldiers as Clyde. From the middle class have sprung men of science too numerous to be mentioned, and among whom it would be invidious to draw a distinction by naming any one. But what I was about to say was this-that, looking to the infinite gradations which are comprised in this middle class, to the various prospects of life, to the various abilities and circumstances of those comprised within that great range, the idea of establishing an education for the middle classes in a single school will at once be seen to be absurd and preposterous. The education necessary and becoming for the son of a wealthy merchant or banker, or even for the higher classes of the tradesmen, would be far above that which would be requisite or desirable for, or within the means and capacities of, the small tradesman and shopkeeper, who also belong though to the lower stages of the middle class. I now proceed to a point of very considerable importance, and which has been adverted to by the Principal-viz., the subject of University Local Examinations. Within the last few years the range of education given at the universities themselves has been considerably extended. New schools of natural and physical science have been introduced, and made the subject of direct competition, and conditions for obtaining degrees. The universities themselves, therefore, have considerably enlarged their range of teaching as qualifications for obtaining the university degree; and it is a great satisfaction to me to think that the measure adopted by the universities of thus communicating with the whole mass of the community has been satisfactorily carried out by the happy adoption of a principle which introduces to the teaching and to the examination of the members of the university those whose circumstances or position do not enable them to become members of the university itself. I have always felt, with all the fondness for the universities which I sincerely entertain, that we have been too much aloof from the great mass of the population, and that the great body of the country did not take that interest in them which their real importance and value eminently deserve. But I think by the quasi incorporation of a large number of schools in the teachings and examinations of the university a most important connecting link has been introduced between them and the population at large, most beneficially for the universities themselves, and most beneficially, also, for those colleges and establishments which are brought into immediate connection with them. The examinations adopted by the examiners from Cambridge and Oxford act, necessarily, as a great stimulus, and confer a great distinction upon the members of the middle, and even the lower classes. They act as a great stimulus to the boys, and I am not sure that they are not of almost equal importance in acting as a great stimulus to the masters of the various schools throughout the country.

CORRESPONDENCE.

SCHOOL ETYMOLOGY.

To the Editor of the "Educational Record.”

SIR,--As I doubt not you will kindly insert both the tables of prefixes and affixes in your next number, for the reasons set forth in my last letter, I beg to add a few more remarks on this subject.

"As the prepositions or prefixes," observes Oswald's "Etymological Dictionary," "in all languages constitute an important class of vocables, being used in composition to vary the sense of other parts of speech to an unlimited extent, they should receive particular consideration. By means of an accurate knowledge of the prefix and affix, together with the root, the primary or radical signification of the word may be easily ascertained, as well as the elements of the figurative meaning detected."

"The importance of roots," says Dr. Angus's "English Tongue," "may be seen from the fact that only twelve Latin and Greek primitives enter into the composition of nearly 2,500 English words; and from 154 such roots we get nearly 13,000 derivatives. The careful study of English may be made as good a mental discipline as the study of the classic languages; while for the mass it opens richer treasures, and is more readily turned to practical account."

I do not intend to relax my efforts in this direction in my school on account of the "New Code," for I should feel the loss of it both in the reading and spelling.

I am, Sir, yours obediently,

PREFIXES.

H. H.

1. A (S.), on, in, to, at.-Ashore; 2. A, ab, abs (L.), away, from.— Avert, abuse, abstract; 3. A, ac, ad, af, ag, al, an, ap, ar, as, at (L.), to.— Aspire, accede, advert, affix, aggregate, allot, annex, append, arrest, assent, attend; 4. A, an (G.), without, not.-Abyss, anarchy; 5. Am, amb, circu, circum (L.), round about.-Amputate, ambition, circuit, circumvent; 6. Ambi, amphi (G.), both, two, double.-Ambidextrous, amphibious; 7. Ana (G.), up, through, again, back, not.-Analogy; 8. Ant, anti (G.), opposite to, against.-Antarctic, antichristian; 9. Ante, anti, pre (L.), before.Antedate, anticipate, prefix; 10. Aph, apo (G.), from, away, from side to side.-Aphelion, apostasy; 11. Auto (G.), self.-Autograph; 12. Be (S.), to make, by.-Becalm; 13. Bi, bis (L.), two.-Biped, bissextile; 14. Cata (G.), down, from side to side.-Catalogue; 15. Cis (L.), on this side.Cisalpine; 16. Co, cog, col, com, con, cor (L.), together, with much.—Coequal, cognate, collate, commence, converse, correct; 17. Contra (L.), counter (F.), against, opposite to.-Contradict, counterfeit; 18. De (L.), down, from, of.-Defect; 19. Di, dif, dis (L.), take from, out, undoing, not.Dilate, differ, discord; 20. Dia (G.), through.-Diagram; 21. E, ec, ef, el, ex (L.), out, beyond.-Edict, eclectic, efface, ellipse, except; 22. Ec, ex (G.), out of, from.-Eclectic, exodus; 23. Em, en (S.), in, on, to make.— Embody, endear; 24. Em, en (G.), in, on.—Emporium, endemic; 25. Epi (G.), upon, to.-Epidemic; 26. Extra (L.), beyond.-Extraneous; 27. For (S.), not.-Forget; 28. Fore (S.), before (in time or place).-Forecastle; 29. Gain (S.), against.-Gainsay; 30. Hyper (G.), beyond, over. -Hyperbole; 31. Hypo (G.), under.-Hypocrite; 32. Ig, il, im, in, ir (L.), in, on, not, want of, against.-Ignore, illume, impede, incur, irruption; 33. Im (S.), to make.-Imbitter; 34. Inter (L.), between, among.-Intercept; 35. Intro (L.), to, within.-Introduce; 36. Juxta (L.), nigh to.— Juxtaposition; 37. Meta (G.), beside, change, beyond.-Metaphor; 38. Mis (S.), ill, error.--Misapply; 39. N ́(S.), not.—Ñever; 40. Ob, oc, of,

Deferred from want of space.

op (L.), in the way of, against, out.-Obdurate, occur, offer oppress; 41. Out (S.), beyond, over.-Outcast; 42. Over (S.), above.-Overtake; 43. Para (G.), beside, from, near.-Parasite; 44. Pel, per (L.), through, over, completely.-Pellucid, perambulate; 45. Peri (G.), round about.-Perimeter; 46. Post (L.), after.-Posterior; 47. Preter (L.), by, past.-Pretermit; 48. Pro (L.), for, forth.-Provoke; 49. Re (L.), back, again.— Reaction; 50. Retro (L.), backwards.-Retrograde; 51. Se (L.), apart, aside.-Seduce; 52. Sine (L.), without.-Sinecure; 53. Sub, suc, suf, sug, sup, sur, sus (L.), under, up.-Subdue, succeed, suffer, suggest, support, surface, sustain; 54. Subter (L.), underneath.-Subterfuge; 55. Super (L.), over, above,-Superadd; 56. Supra (L.), above.-Supralapsarian; 37. Sur (F.), above, upon.-Surcharge; 58. Sy, syl, sym, syn (G.), together, with.-System, syllogism, sympathy, syntax; 59. To (S.), the, this.-Today; 60. Tra, trans (L.), across, beyond.-Tradition, Transit; 61. Ultra (L.), beyond.- Ultramarine 62. Un (S.), undoing, destroying, not.-Unbind; 63. Under (S.), beneath.-Underdone; 64. Up (S.), upwards.Upstart; 65. With (S.), from, against.-Withstand.

MISCELLANEOUS INTELLIGENCE.

TESTIMONIAL. In connection with the recent public examination of the Boys' British School, Cheltenham, two of the pupil teachers stepped forward, and, with warm expressions of esteem and attachment, presented to Mr. Moore a testimonial which had been subscribed for by the pupils of the school. The testimonial appeared to have been kept completely from the knowledge of Mr. Moore, who responded in an appropriate address, in the course of which he remarked that though he had many tempting offers from other towns, he had resolved that as this school was his "first love," it should not be his fault if it was not also his last love, an announcement which elicited loud applause. The testimonial consisted of a dessert service, with silver sugar-basin, silver cover, and silver sugar-sifter. The sugar-basin_stands upon a pedestal, and is of a very chaste and imposing appearance. It is of open work, and the edges are very elaborately chased. The dessert service, of twenty-four pieces, is of a white ground with light blue edges, embossed with a circlet of rose-leaves and moss-roses. It consists of two centre, four side pieces, and eighteen dessert plates.

WORCESTERSHIRE UNION OF EDUCATIONAL INSTITUTES.-The sixth annual meeting of the Worcestershire Union of Educational Institutes was held at Stroud on Thursday. The proceedings of the day included a business meeting of delegates and officers at noon, a dinner in the afternoon, afterwards an exhibition of microscopic and other objects, with a soirée; and in the evening a general meeting. The following statistics show the progress of the union ::-1858, pupils in classes, 342; 1859, 293; 1860, 697; 1861, 851; 1862, 1,457; 1863, 1,418. At the evening meeting Sir John Pakington, Bart., M.P., and the Right Hon. E. Horsman, M.P., were present, and delivered addresses, which were exclusively devoted to educational matters.

THE COMMAND OF Words.—A statistician has had the patience to count the number of words employed by the most celebrated writers. The works of Corneille do not contain more than 7,000 different words, and those of Molière 8,000. Shakspere, the most fertile and varied of English authors, wrote all his tragedies and comedies with 15,000 words. Voltaire and Goethe employ 20,000; "Paradise Lost" only contains 8,000; and the Old Testament comprises 5,642.

HEROIC CONDUCT OF A TEACHER.-Mr. William Ray, formerly a pupil teacher in the Boston British School, subsequently a student at the Borough Road, and now the schoolmaster in the Holbeach Union, has recently received the Royal Humane Society's medal for the rescue of one of the children belonging to his school from a watery grave. The inhabitants of