with the management of schools, are not prepared rightly to appreciate either the person or the office of the schoolmaster, so that in addition to the discomforts of residence, and the attendant misery of keeping up appearances, and supporting a family out of £50 or £60 per year, that class of men, more particularly than any other, have to submit to the caprice of individuals, and the frequent overbearing contumely of committees. I know several instances in which respectable masters have been obliged to relinquish their engagement, because they could not longer endure the constant interference and insults of members of committees. Is it possible then, that respectable and well taught men, who are able to command bread to eat, will enter upon or continue in an employment that offers to the worldly mind no earthly inducement; and to the Christian mind, nothing more than the happiness of being employed in a good work; and to both great labour and anxiety, with barely a subsistence? I fear not, sir. I am inclined to think, that schools must be under a better system of management; schoolmasters more worthily esteemed, and better paid, before efficient and good men will be induced to enter upon Teaching, as an employment. I am aware that National Schools are improving, better masters are entering the field, but not in proportion to the demand. I am aware also, that many schools are now under the immediate charge of the clergy, and I rejoice at it: at the same time, I cannot disguise the fact, that while they are willing to give all the importance to the office and work of teaching, they are not ready to give a greater measure of respect to the schoolmaster than would be due to the sexton. There are, and it has been my happiness to meet with many bright and noble exceptions; but the whole matter lies in a small compass. The highest duty of a nation is, to give to the people sound religious and moral instruction. This instruction can be imparted only by good and well-trained Teachers; and these Teachers should (the importance of their office demands it) be placed in a position equal to the high duties they perform, and be enabled to maintain it with

comfort and credit to themselves, and advantage to society. I am, Rev. Sir,

Your obedient Servant,

A SCHOOLMASTER.

He

The Editor readily inserts the foregoing letter. It opens out a large field of inquiry, but one which he feels may be entered upon to advantage in many ways. is induced to deviate from his usual course in withholding his own sentiments until he has elicited those of others; and on the present occasion he wishes to append to the letter what occurs to his own mind on the subject: thus giving his readers the opportunity of replying to both together. Now, in the first place, the Editor cannot but think the inquiry, "why we have not better schoolmasters?" is scarcely seasonable in the present day. Doubtless there are many schoolmasters who might be greatly improved, and fears this will never cease to be the case; but it is also certain, that there never was a period when greater efforts were made to effect an improvement in Teachers of all descriptions, and perhaps there never was a period when good and effective ones were more prevalent. The question then, in the present day, is not so much, why have we not better schoolmasters? but, why have we not better ones in still greater abundance? Now, in endeavouring to meet the inquiry "a Schoolmaster" must bear with me if I am very candid and plain-spoken. The truth I would speak in love, according to my judgment; and I hope I shall not say one word unnecessarily to hurt his feelings. But I cannot withhold what forcibly impressed my mind on reading his letter; namely, that in the very sentiments and spirit of "a Schoolmaster's letter," we have, at all events, an exhibition of the fittest materials for a bad Schoolmaster. For, in the first place, there is an over expectation of worldly honour, convenience, and comfort, combined with an overweaning self-importance and conceited independence of spirit; and in the second place, there is a grand mistake in gaging the advantages and desirableness of a schoolmaster's position, by the sole consideration of pounds, shillings, and pence. Let us

look at the schoolmaster's grounds of complaint. We have first, "The obstinacy of ignorant committees.” "Heady, high-minded," is, we fear, too much the order of the day. A committee may, indeed, be very ignorant, and ignorant indeed the members of it must be, if they compel a master to confine himself to reading, writing, and the first rules of arithmetic: we can only say we never heard of such a case, nor can we conceive such a case to be possible; but even if it were, a master may rest assured that he loses nothing by a humble bending to authority in matters of indifference; and that the "character and reputation" to be coveted, are not so much gained by the extent of the knowledge which he imparts, as by the steady, conscientious discharge of the duty directly before him, in that station of life in which God has placed him. Such a course will never fail to secure esteem and respect; and patient, contented perseverance in such a course, will be equally sure to lead eventually either to an extension of plan on the premises, or to promotion elsewhere. Nor must it be overlooked, that there are other things besides the extent of education, which will secure the reputation of a master. The order and discipline of the school, the improved manner, and, above all, the moral and religious influence communicated, will all tell greatly to his advantage, even though the learning is limited to reading, and writing, and the simple rules of arithmetic. If a master has been

faithful in a little, he may depend upon it, men will, in due time, be ready to confide to him much; and practical excellence developed, will often do much to bring "ignorant and obstinate committees" to their senses. But if they remain inexorable, while a master ought to be well pleased with the degree of success he has attained even in contracted limits, he may rest assured that in the pressing demand for good masters, he will not long be without some tempting offer elsewhere.

But now for "the every day cases which have come under the Schoolmaster's own observation." Such salaries as £50 or £60 are sometimes proposed; and "it needs no wisdom to understand, that this is an income on which no man can live with any degree of

which no man, particularly if he has a family, can live with any degree of comfort. Sometimes, indeed, the salary does not amount to so much, perhaps from £40 to £50; but then a residence is offered: and what kind of places are they? I could mention three or four instances, out of the few that have fallen to my notice, where there have been houses occupied by the masters, provided by the committee, absolutely not fit for a family of a common labourer. Educated minds are generally associated with at least the decencies of domestic life; but they are doomed to suffer a new set of not very elevating or pleasant associations, in entering upon the residences frequently provided for national or other schoolmasters. "Some four years since," says Mr. M., "I was myself a candidate for the mastership of a school in the south of Leicestershire; the salary was not large, but a house was attached, and the privilege of taking day pupils: I attended, waited on the committee, about five rough but civil farmers, with a retired tanner in the chair: after submitting to some rather strange questions, and writing my name to prove that I could do it, I was referred to the squire, who was the treasurer. I announced my business, I was asked into the kitchen, and in due time was ushered by the servant to the presence chamber, and ultimately introduced to the residence for the master, which consisted of two lower rooms, used as school rooms, and two sloped roofed attics, ascended by a sort of ladder. I can assure you this is a correct statement: I need hardly say, the 'house for the master,' determined my mind as to further application for the situation." But it may be said, this was a rude and uncultivated village. True, it was a village, but not a very small one, having a resident rector, and a county magistrate: moreover, it was not many miles from the county town. But this is not a solitary case; I could refer you to a nearly similar one, not far from the town in which I now reside.

These are circumstances which ought not perhaps to prevent men of character and talents from entering the profession of a schoolmaster; and I am inclined to think they ought not, but unfortunately those entrusted

ith the management of schools, are not prepared ghtly to appreciate either the person or the office of the hoolmaster, so that in addition to the discomforts of sidence, and the attendant misery of keeping up aparances, and supporting a family out of £50 or £60 per ar, that class of men, more particularly than any her, have to submit to the caprice of individuals, and e frequent overbearing contumely of committees. I how several instances in which respectable masters have en obliged to relinquish their engagement, because ey could not longer endure the constant interference d insults of members of committees. Is it possible en, that respectable and well taught men, who are le to command bread to eat, will enter upon or conue in an employment that offers to the worldly mind earthly inducement; and to the Christian mind, nong more than the happiness of being employed in a od work; and to both great labour and anxiety, with rely a subsistence? I fear not, sir. I am inclined to ink, that schools must be under a better system of anagement; schoolmasters more worthily esteemed, and tter paid, before efficient and good men will be induced enter upon Teaching, as an employment. I am aware at National Schools are improving, better masters are tering the field, but not in proportion to the demand. am aware also, that many schools are now under the mediate charge of the clergy, and I rejoice at it: at e same time, I cannot disguise the fact, that while ey are willing to give all the importance to the office d work of teaching, they are not ready to give a eater measure of respect to the schoolmaster than ould be due to the sexton. There are, and it has been y happiness to meet with many bright and noble exptions; but the whole matter lies in a small compass. he highest duty of a nation is, to give to the people und religious and moral instruction. This instruction n be imparted only by good and well-trained Teachers; ad these Teachers should (the importance of their office emands it) be placed in a position equal to the high uties they perform, and be enabled to maintain it with