a part, instead of educating the whole. In the next place they were met with this practical difficulty, that it was impossible altogether to separate the moral nature from the intellectual, and if they did attempt to separate them they would find immediately that that moral nature could not be kept in abeyance; that passions would not be kept in check, and appetites would not be allowed to slumber. But, then, on what principles were they to teach that moral nature? If they attempted to do so only on general grounds they would fail, as all philosophers of all ages, even of heathen nations, had acknowledged, along with Christian philosophers and Christian divines. If they excluded the Bible from that teaching they separated it entirely from Christianity, which amounted, as Dr. Arnold had justly said, to a denial of that which they omitted. It was almost an admission in the face of the youth of this land that Christian principles were not those in which youth ought to be educated.

"In the first place, then, it was the principle of the Society that the religious nature of man should be acknowledged and recognised, and that religious instruction should be given. But, in the next place, it had been, and was still, their principle that the Bible only should be taught, and that using the words of the Bible, and giving only a plain exposition of those words, they would then leave the children to belong to whatever religious denomination their parents and teachers should think the best. That he believed likewise to have been a wise determination, because, although Christian sects had separated from time to time, they had generally separated upon some controversy that raged at the time, and the Catechism or formulary that had been adopted had been adopted in order to show that those who adopted it took one side of that controversy, and embraced one opinion rather than the other. He was far from saying it was not wise, perhaps even necessary, to adopt those formularies from time to time; but as ages passed by those controversies vanished, those dissensions disappeared; other differences of opinion arose, and other questions required the consideration and deliberation, and perhaps the decision of the religious bodies. The interest of those former dissensions abated; and, therefore, when they made it absolutely necessary to adopt a Catechism, or formulary, in the schools, they insisted not only on the eternal text, but they bound to it the perishable commentary. For those reasons he believed the British and Foreign School Society had taken the right course, and took, half a century ago, the right course on the subject; and he hoped that, however different denominations, the Established Church among the rest, might think it right to teach their different formularies, they would at least allow this much of religious liberty, if they would not refuse the teaching of the Bible, to those whose parents did not allow them to receive any other religious instruction.

"Some gentlemen had alluded to decisions-the one taken some time ago with respect to a proposal of Sir James Graham, and another taken very recently with respect to the proposals of his own. He was not going into any matter of dispute with respect to those proposals; but he wished to enforce that which had been already said to them, that if it was not right that the Legislature should by any legislative act interfere in the question of education, it became more incumbent on them all to endeavour to spread that education, and to make it as universal as the number of children who were of the age to require instruction. Do not let them deceive themselves by thinking that enough, or nearly enough, had been done on that subject. Not only was there a great portion of the children of the poor running about in the streets, or working in the fields, without instruction, but much of that which was given as instruction was exceedingly imperfect. No one who would make any inquiries with regard to any of our great towns, or with regard to this metropolis, or the rural districts, could fail to be of that persuasion. Such being the case, he could hardly ask the question, was it not their duty to do everything in their power to

improve that state of things? It was not the fault of the labourers. When they told him that parents ought to take care that their children should be educated, he asked, with regard to a parish in which there was no school, how could they expect that the labourers, out of their small weekly wages, could build a school? Wherever it happened that there was a good school in a rural neighbourhood, he knew of no instance where the artisans or labourers were not willing to send their children to school, and cheerfully subscribe their pence for the education they thus obtained. They were not ignorant of the importance of instruction-how much it was for their own benefit that their children should be obedient and well-behaved, and how much their future career in life would be advanced by their progress at school. Such being the case, he (Lord J. Russell) looked a little to the contributions and assistance that were given by the Committee of Council on Education.

"Some years ago, in 1839, Lord Lansdowne and himself, being persuaded that the mere grants by the Treasury were not sufficient, established that Committee of Council; and rules had since been framed and contributions given, which, so far as their principle went, had met with general approval, applicable as they were to the schools of all religious denominations, which built a school. But with respect to the schools to which those contributions went, there had not been yet that generality, that prevalence of those grants, that one could wish, if there was to be no general system of education established by the Legislature. If they were to have in every parish, by obligation of law, a school, that school would be conducted of course in accordance with the wishes of the inhabitants of the parish, and the education would be universal; but there were many of those parishes in which at present the schools were of a very imperfect nature, so that they did not come up to the requirements of the Committee of Council on Education; and many persons had told him that they had a tolerably good school; that they asked for the assistance of the Committee of Council on Education, which was granted to them; but that in accepting that aid they had been obliged to lay out as large a sum as they had received from the Committee, in order to come up to its requirements. He did not think it was unwise, in endeavouring to establish a good system of education in this country, to make those requirements, to see that there was a sufficient number of pupil-teachers, or that, in other matters, the conditions of the Committee of Council had been complied with; but, if it was to be said-as now seemed to be the case-that they were to despair of any general system of education, he thought the Committee of Council, in cases where they could not procure the erection and maintenance of schools of that superior class, ought to be content to have a secondary or inferior class of schools, which in many of the worst and poorest parts of our great towns, and in many parishes where the population was scattered, although far below the education we should like to see, would still give an education far superior to the present state of things.

"He believed, if they were to depend on grants-as it seemed in future they were very much to depend on them-that nearly all of the religious denominations in this country were willing to accept the aid of the State, provided their religious instruction were not interfered with. If that were to be the case, and they were to look to grants from the State for the improvement of education, he trusted that in that direction much more would be done than had been hitherto done. He was convinced himself-he held quite the American persuasion on that subject—that where they had a free country, where the people were in the enjoyment of great privileges, their national institutions were in danger unless those who exercised those privileges were well instructed, and not only knew their rights, but also knew their duties, and would perform the great and responsible task which devolved on every citizen of a free country with the consciousness that they had to answer it to the nation at present, and to their God hereafter."

The examination of the Girls' School took place, on Tuesday, July 17th, in the presence of a numerous company of the subscribers and their friends. The Right Hon. the Earl of Shaftesbury presided. The children were examined in grammar, geography, and the Holy Scriptures; and were subsequently interrogated, at considerable length, on points connected with domestic management,-cookery, the duties of servants, and household matters generally. The noble Chairman afterwards addressed the company at some length, and having offered some admirable remarks on the subject of education generally, concluded by giving some kindly advice to the children, and such of their parents as were present. The national anthem was then sung by the pupils, and the meeting separated.

CAPITATION GRANTS.

We have some reason to believe that the provisions of one or two recent Minutes of Council in reference to capitation grants are not so generally known as they deserve to be by those managers of elementary schools who do not object to receive Government aid. This particular form of assistance was first adopted by the Privy Council in April, 1853. The condition of many schools in agricultural districts was represented to their lordships as declining and unsatisfactory, and it was then determined to make grants to the School Committee, to meet the general expenses of the preceding year, in addition to the regular augmentations of the teachers' salary, stipends to pupil-teachers, &c. The conditions under which this arrangement was made were as follows:

"1. That the school be under a certificated or registered teacher.

"2. That it shall be situated in a parish not forming part of an incorporated town, nor containing more than 5,000 inhabitants.

"3. That the income of the school, in the preceding year, shall have amounted to 14s. for each scholar claimed for, without including the annual value of the teacher's house, or other school buildings-i.c., to £70.

"Thus-(say) 100 boys pay 2d. each for 48 weeks
"Endowments, subscriptions, or church or chapel collections

...

£40 0 0

30 0 0

£70 0 0 or 14s. a scholar.

"If the teacher has no house rent free, £10 more must be raised. "Unless, therefore (in the case supposed), £30 annually be raised by local subscriptions, or £40 if the teacher has no house rent free, the aid could not be obtained.

"4. That no child shall be reckoned as one for whom the grant is claimed who has not attended on the average four days a week during forty-eight weeks, or 192 days in the year. Under special cases sixteen days per annum may be deducted. No grant will be allowed for less than 176 attendances each, a morning and afternoon attendance being each half a day.

"5. That not less than 1d., nor more than 4d., shall be received from the parents or guardians for each scholar claimed for.

"6. That at least seven-tenths of the whole income, including the grant, shall be applied to the salary of the teacher, and assistant teacher, (if there be one.)

"7. That three-fourths of the scholars above seven and under nine years of age; threefourths of those above nine and under eleven; and three-fourths of those above eleven and under thirteen, respectively, pass an examination before Her Majesty's Inspectors, or Assistant Inspector."

If these conditions were fulfilled, the Minute of April 2nd, 1853, offers assistance at the following scale :

"Provided that the rate shall not diminish on account of any increase in the number of scholars, until the increase is such as to make the reduced rate for the higher number balance the unreduced rate for the smaller number-e.g. 100 scholars at 5s. per scholar is equal to £25, but 101 scholars at 4s. is equal to £20 4s.; the sum of £25 is therefore to be continued until the number of scholars reaches 126, which at 4s. per scholar is equal to £25 4s., and so on to other quantities."

It will be seen that the operation of this Minute was strictly limited to schools in agricultural and poor districts. The whole scheme may be regarded as experimental; and it was determined at first to try, within this narrow range, how far aid offered under such conditions would tend to increase the regularity of children's attendance, and to promote the general efficiency of the schools. On the whole the result has been satisfactory. Many committees in country districts have availed themselves of the proposal, and have found, in consequence, that the burden of maintaining their schools has been lightened, while the influence of the plan in securing a higher average of daily attendance has been very manifest. The amount of aid to which the several schools became entitled, differed materially; but we may mention, that the British School at Constantine, in Cornwall, profited, in the year 1854-5, to the extent of £25 10s.; that at Alton received £25 5s.; Sherston, £21 17s.; Kingsbridge, £16 13s.; and many others in the west of England were credited with sums varying from £10 to £20.

The testimony of the inspectors to the beneficial operation of the Minute is almost uniform, and is very decided. Mr. Bowstead says:

"Your lordships' Minute of 2nd April, 1853, which offers, under certain conditions, a grant not exceeding 6s. for each child that attends school with a stated degree of regularity for a year, is undoubtedly calculated to mitigate, in some degree, the evils arising from want of funds. I have carefully watched the working of this Minute in my own district, since its first introduction, and I will now proceed to state its effects in 1855, the second year of its operation. The number of schools which have obtained grants under it in 1855, is 69; a little more than one-third of the total number recei ing some sort of annual aid. A few others may probably claim grants next year; but the whole number admissible to this form of aid does not much exceed two-fifths of the annual grant schools, the remaining three-fifths being excluded by the fact of their establishment in towns which are incorporated, or which happen to have more than 5,000 inhabitants. Such relief, therefore, as the Minute affords, is inapplicable to the majority of the schools which fall under my supervision."

"The limitation, which excludes all incorporated towns, and other towns with more than 5,000 inhabitants from the benefit of this grant, does not work satisfactorily in the cases to which my observation extends. It not only withholds assistance from three-fifths of the annual grant schools, but it withholds in some of the most needy localities, and grants in some of the best provided. Llandovery and Lyme Regis, for instance, are small declining towns, with less than 5,000 inhabitants between them. In each there is a large number of half-employed poor people, who need help to educate their children; but there are very few to help them, and the school incomes have always been miserably small. They are among the neediest localities in the district; but they are unfortunately municipal boroughs, and this deprives them of the capitation grant.

"In contrast with these two cases, take those of Blaina and Maesteg. These are the seats of prosperous iron-works. Employment is abundant, and wages are high. The labouring classes might generally contrive, without difficulty, to pay the full cost of their children's education. The number of inhabitants in each place greatly exceeds 5,000; but they are not towns in the technical sense, and consequently the schools are entitled to the capitation grant. Thus, the Minute provides help for the populous and thriving locality, but leaves the small, declining, and poverty-stricken place to

its own resources.

"This species of injustice is inherent in the very nature of an arbitrary rule, and no test of exclusion could possibly be devised which would work altogether satisfactorily. The only remedy is to exclude none. As all localities contribute to the general taxation of the country, so all should be entitled to claim their share of the general expenditure. When the present scheme was framed, there existed an intention to establish school-rates in the larger towns, and this sufficiently accounts for its existence as a temporary measure. But it would be difficult to assign good reasons for permanently placing large towns at a disadvantage, in regard to their claims upon the education grant. They are not supposed to be more lightly taxed than smaller places. They are the nurseries of the dangerous classes, and the public has an urgent interest in the proper training of such children as are likely in after-life to revenge early neglect by preying upon the rest of the community. Where a small sum spent in educating the boy may prevent a much larger expenditure in punishing the man, it is at once prudent and humane to risk the investment. On the whole, therefore, it seems to me not only just and expedient, but absolutely necessary, especially in the absence of any provision for the support of schools out of local rates, that the grant under consideration should be extended alike to all elementary schools."

The Rev. W. Bellairs, Inspector of National Schools for the western district, also remarks:

"I find a general expression of dissatis faction throughout the towns of my district that these fees are confined to country parishes, and a prevalent hope that they will be extended to those places now excluded from them. My own experience is, that some of the most needy parishes in these counties are situate in towns, and my impression is, that an extension of aid in that direction would be attended with very beneficial results. The good effects of this Minute is not confined to pecuniary assistance; in many cases it is so administered as to increase very considerably the attendance at school. In one place, Forthampton, in the county of Gloucester, the attendance of children by means of this grant has been raised from one-third to two-thirds of those on the books. The mode of administering it there is as follows: each child at the end of every week, who has attended regularly, and

conducted himself well, receives a ticket representing attendance and conduct. These tickets are exchanged at the end of every month for tickets representing higher merits. At the end of the year the value of these marks is summed up, and every child possessing tickets representing an attendance of 200 days, and the requisite amount of good conduct, receives a sum of money graduated according to class: in the first class, six shillings; in the second, four shillings; in the lower classes, two shillings. This rate of prize, for such it is, leaves little surplus for the funds of the school, except the additional fees for regular attendance; but it is, of course, capable of modification to any extent."

Acting on these recommendations, the Committee of Council resolved to relax the conditions which were at first imposed in reference to the Minute. On the 29th of April, 1854, the following arrangements were made with a view to meet the cases, I. of mixed schools, under mistresses only; and II. of children, half of whose time was employed in labour.

Resolved :

"(I.) To allow capitation grants (at the girl's rate) to mixed schools under certificated mistresses in rural parishes, containing (by the last census) fewer than 600 inhabitants.

'(II.) To accept in schools under certificated masters an annual attendance of 88, instead of 176, whole days in school, as the condition of a capitation grant for boys over ten years of age: provided that, in the first instance, a scheme shall have been submitted by the managers of the school to their lordships for approval, and shall have been approved, showing in what manner it is proposed to provide for the alternation of lessons in schools with ordinary labour: and provided also that her Majesty's Inspector shall, at each of his annual visits, report favourably of the working of the plan, both as regards the boys themselves, and the general state of the school. The object of their lordships is to encourage a system of half-time in schools receiving aid under the Minute of the 2nd of April, 1853." A recent Minute, dated 26th of January, 1856, has extended the application of the principle embodied in these arrangements to urban as well as to rural schools; and it will be well, therefore, for the managers of such British Schools as are in towns, and are at the same time inadequately supported, to make themselves acquainted with the conditions under which this aid is granted, and the precise nature of the advantages it involves. No modification of the original Minutes, of so much general importance and interest to school managers, has been made for several years past.

BRITISH TEACHERS' ASSOCIATION.

At the May meeting of this Association, Mr. Baxter, the Society's Inspector of British Schools in the London district, initiated the usual discussion by reading a paper "On some of the less prominent Relations of the School to the Coming Age." We extract from his interesting lecture the remarks on two or three important practical matters, which are, we believe, attracting the increased attention of teachers throughout the country.

"The beneficial influence of the school upon the coming age is further seen in the stimulus given by it to the habit of punctuality. It is impossible to over-estimate the value of this social virtue. Its importance is allowed by all, but every one sees that its exercise is more dependent upon habit than upon any effort of the reasoning faculty, or even of the moral sense. How to reach the minimum of late attendance at school is still the desideratum, and numerous devices, with varied success, have been resorted to for its attainment. I know of none which has proved so successful, generally, as the plan of registering every minute lost by a child, and laying an account of the aggregate, at stated periods, before the parents, especially the father. It involves some considerable labour, if the school is a large one, but time and practice will simplify and abridge the operation, whilst the results, I am sure, will amply repay all the trouble. A British teacher, who has lately resorted to this plan, says―

I have tried the reports but twice as yet, and have been abundantly satisfied with the result. My chief reason for adopting them was the belief that the mothers kept the children at home much