It is not forgotten that the authorities of every College are at perfect liberty to refuse to admit into residence every candidate to whom they may object, whether such candidate be successful or not in the examinations. But it has been thought to be important, nevertheless, that opportunity should be given for officially recording an opinion upon points which candidates are often disposed, though erroneously, to consider as weighing little in the official estimation of their merits. Ladies well qualified to judge correctly of the probable effect of these measures are of opinion that they are quite practicable, and likely to do much good.

The superintendent in each Institution should send in her list and report within a week after the examination by the Inspector.

4. No girl will henceforth be apprenticed as a pupil-teacher without a formal attestation from the schoolmistress and managers that she possesses reasonable competency as a sempstress; and at the annual examinations, every such apprentice will be required to bring certified specimens of her plain needlework to the Inspector, together with a statement from her schoolmistress, specifying whether she has been receiving practical instruction in any other kind of domestic industry.

The Inspector will generally be able, at the time of examination, or afterwards, to obtain the opinion of some competent person upon the merit of the needlework; but the chief advantage contemplated lies in the increased attention which managers and teachers will be led to pay to the subject. The public comparison of the needlework from a number of different schools, at a central examination of pupil-teachers, is sure, of itself, to have a considerable effect.

The female pupil-teachers who are apprenticed in Infant Schools are more apt than others to be deficient in needlework.

It has been judged to be advisable to notify the adoption of these regulations by circulars to all schools in receipt of annual grants, since it will affect the conditions of admission to Training Colleges. Grave importance will be attached to any adverse report of the superintendents, on the dress and personal habits of the candidates, about which complaints are sometimes made.

The training of young women for the office of schoolmistress requires many special provisions which may not be equally demanded in the case of men.

TESTS OF A GOOD GALLERY LESSON.

IN measuring the success of a collective lesson, and in criticising its merits and defects, the following are the points which require most attention:

I. Language. This should be simple, adapted to the age and attainments of the children, free from pedantry and affectation, yet well chosen, fluent, and accurate. The faults which most frequently occur under this head are, inattention to minor matters of pronunciation, aspirates, and distinct utterance; the use of unfamiliar or unsuitable words; and inattention to the grammatical structure of sentences. Long, entangled, or obscure sentences ought to be specially avoided.

II. Matter. The choice of the subject, and its fitness for the comprehension of the class of scholars, should be first regarded; then the selection of the right facts, the exclusion of all irrelevant matter, and the careful limitation of the lesson to such a number of facts as children can be reasonably expected to learn within a prescribed time. It often happens that in the delivery of a lesson a teacher aims at imparting much more than ought to be attempted, or can possibly be remembered; or he 'does not consider the special needs of the class of children whom he has to teach; or he fails to connect the subject with their previous knowledge and experience, or he is imperfectly provided with information; or has not a sufficient variety of illustration at command. Sometimes, too, a lesson on a common object errs by

confining itself to common facts, such as children would necessarily learn out of doors; as if there could be any value in a lesson on a familiar thing, unless some unfamiliar or new knowledge were superadded to whatever the child knew of the subject before. All these faults may be avoided by careful and thorough preparation, and by writing out full and systematic notes beforehand. In connexion with the subject, it should be remembered that, although every teacher should determine to keep close to the subject in hand, and not to introduce more facts than fairly lie within its compass-he, himself, should have a considerable reserve of information on the point, and should know much more than he attempts to teach; otherwise, he will be unable to offer explanation of any new difficulty which may seem to rise out of the lesson. Moreover, a teacher always feels embarrassed with the consciousness that he is approaching the limits of his own knowledge; and this feeling will destroy his confidence, and greatly interfere with the success of any lesson.

III. Method. This includes the orderly and logical arrangement of the facts to be learnt; the right employment of questions, of illustrations, and of ellipses; judicious recapitulation at the end of each division of the subject; exhaustive recapitulation at the end of the lesson; spelling of difficult words; careful registration of the facts in order on a black-board, as soon as they are learnt; and many other points. The commonest errors in the method of a collective lesson are the employment of technical terms before the use or need of them has been understood; the neglect of the inductive process; the telling of facts which could with a little trouble have been elicited from the children; the too rapid transition from one fact to another, before the first has been thoroughly understood; the careless use of ellipses in cases where they are supplied merely by echoing a word just uttered; the unequal distribution of questions throughout the class, by which a number of the scholars are often wholly neglected, and the readiness to depend on simultaneous answers. The method of a lesson is always defective if thought is not encouraged on the part of the children; if they have not been led to observe minutely and attend carefully; if the sequence of facts and reasonings and moral lessons is not perfectly logical and natural; or if the children have not been led to desire the instruction even before it was imparted.

IV. Illustration.-This may be of two kinds-visible, and nearly verbal : the former should, whether in the form of maps, pictures, diagrams, models, or objects, always be simple, unencumbered, plain, and very intelligible. Much judgment is required in the selection of the best illustrations of this kind, and still more in the dexterous and effective use of them. The oral illustrations depend on the pictorial or descriptive power of a teacher, and form a most important element in the success of a lesson; they require to be skilfully chosen, and to be put forth in the simplest language; they may, unless great care be taken, betray a teacher into redundancy and looseness, and if the analogies or similes be not perfectly sound, they are very apt to mislead learners, and leave false impressions. Hence, in judging of the value of such illustrations as are employed in a lesson, it is necessary to consider first their fitness and appropriateness; and secondly, the discretion and judgment with which they are used.

V. Manner. If this is pleasing and yet dignified-if the teacher can manifest sympathy with the class, and yet show a determination to teach-if he is selfpossessed and free from embarrassment, and yet not hard, arrogant, or sarcasticthe success and moral value of the lesson will be in a great measure secured. Among young teachers especially, there is often a tendency either to an ungentle and harsh demeanour which repels the learners, or a familiar and jocose style, which does still more mischief. The characteristics of a good manner in lesson-giving are ease and alacrity of movement, quickness of observation, earnestness, and a demeanour which, while it invites confidence, secures authority, and rivets attention.

VI. Discipline.-No lesson can be regarded as successful, in which the order of

the class is not sustained from beginning to end. If the first symptoms of disorder and inattention are not instantly detected and checked; if the supervision is not complete and effective over every child; if any needless threats are uttered, or if, after announcing any intentions as to rewards and punishments, the teacher fails to fulfil these intentions, the lesson will be defective in this important particular. Of course, the main preservatives for the discipline of a class are the interest and general attractiveness and efficiency of the teaching; but next to this, order will be found to depend on vigilance, and on quickness of eye and of ear, on the teacher's part, as well as on the firmness with which he insists on obedience to all his commands.

VII. Results. Finally, the success of every lesson can only be judged of by thẻ result. If the final recapitulation shows that little has been really appropriated by the children, or if, when they are tested by written examination, or otherwise, they cannot reproduce what has been taught, the lesson must be regarded as a failure. No apparent skill in the design, or clearness in the delivery of the lesson, will compensate for deficiency under this head. In summing up the merits of a lesson, it will, therefore, be necessary to take into account, first, the number of facts which have actually been received and understood by the learners; and, secondly, the proportion of the whole number of learners which has thus received and understood them. Both of these circumstances require to be well considered.

It is in the belief that model lessons and lessons for criticism are now given much more frequently than heretofore in good schools, and that pupil-teachers and assistants generally will find the systematic criticism of such lessons a very valuable exercise, that we have thus sought to enumerate some of the main points to which attention should be directed in estimating the success and excellence of gallery lessons generally.

THE USE OF SYMBOLS IN COMMON ARITHMETIC.

I HAVE long thought that it would be advantageous, even in the teaching of elementary arithmetic in our schools, to make a freer use than is common of the signs of addition, subtraction, multiplication, division, and equality. For instance, 79,683 it is usual to dictate or set addition sums in the form shown in the 320 margin, and no doubt this arrangement is the most convenient for 1,057 computation. But the task of arranging the sum in this way, and of placing each figure in its proper column, is in itself the hardest part of the work of an addition sum; and ought, therefore, to be performed by the child's unaided efforts. If the sum were given in this form :

892 90,365

172,017

=

(

).

79,683 + 320 + 1,057 + 892 + 90,365 and the children were left to complete the equation, the practice obtained by the learners would be sounder, and their knowledge of the subject more thorough.

I always think it desirable, at the commencement of a rule, to explain the significance of the arithmetical symbols employed in it; and, after a little while, to use them quite freely. Thus, in subtraction, I should set sums in this form :

leaving the arrangement of the figures for the process itself in the hands of the pupils. Then, when the meaning of the general symbol of difference (~) had been explained, I should put sums in this form :

543 1,000 =

=

; 81 620

=

; 905 189 =

and require the answer to be presented to me in the form of an equation, and read thus:

543 1,000

=

189 =

457. (The difference between 543 and 1,000 equals 457.)

716. (905 minus 189 equals 716.)

As soon as in this way use has been made of the simpler symbols, it is desirable to set a few sums, involving the use of both of them, and of brackets-e.g.,

18) + 16 +9 (18 + 7) = (

(79
(8 + 7 + 9)

).

).

Throughout multiplication and division the same principle may, I think, be wisely kept in view; and if it be clearly understood in this latter rule that there are two signs used, and that

12 123 is the same thing as 3'

the future understanding of the nature of fractions will be very greatly facilitated. At any rate, children will thus be able, even before they enter upon the study of fractional arithmetic, to unravel and to solve such questions as the following:

(7 + 3) × 10 58 +14

1.

+

5+4

2. (160

(39 - 28) x (179)

Of course, in fractions and in proportion, a much more extensive use may be made of the signs, and all the best modern books of arithmetic contain many problems expressed purely in a symbolical form. But great advantage will be found in the frequent use of symbols, even from the first. I do not, of course, recommend that all sums should assume this abstract form; because there can be no doubt that the best teachers of arithmetic are those who vary the shape of their questions most, and who, by judiciously connecting the practice of arithmetic with the business of daily life, prevent the subject from assuming a dry and mechanical aspect. But I am sure that the purely abstract and symbolical form of question should often be tried among others; and I venture to suggest to my fellow-teachers the following reasons for this belief :

I. The practice saves the use of words.—In computation, all needless verbiage is confusing, and increases the liability to error. It is a great point, therefore, to strip a sum of all unnecessary encumbrances, and to present it in its plainest form. This is done more effectually than in any other way by the use of symbols.

II. It facilitates the future study of Algebra.—More than half the trouble of learning algebra would be saved, if, while studying arithmetic, the pupil frequently used these signs. They are commonly called algebraic, and are associated in the minds of learners with the notion of greater difficulty. Algebraic addition and subtraction thus come to be regarded as higher and more recondite rules, involving other principles than those of common addition and subtraction. But, in truth, algebra is only arithmetic in a somewhat more abstract form. If, therefore, the symbols which are common to both sciences are used from the first, and arithmetical problems are occasionally presented in an abstract shape, it is manifest that the transition from the one study to the other will be much easier and more natural, and progress in it will be much more rapid. Moreover, in this way, the main principles and processes which algebra teaches will be learnt even before the pupil commences its systematic study.

III. It gives habits of greater accuracy.-The peculiar advantage which the mind gains by the study of pure science will be, to some extent, secured by this method. Mathematics are taught to older students, because any training which the mind gets in contemplating truth in its most abstract form is always valuable. Fixed attention to methods of operation and processes of thought, without reference to the matter or subject to which they refer; the power to see general principles apart from their particular application; judgment, abstraction, and clearness of thought;-all these are more or less fostered by the study of algebra and the higher

mathematics; and, for the same reason, they will all be encouraged in some degree by the treatment of common arithmetic in a mathematical way.

I ought to add that the difficulty of teaching arithmetic will be in no respect increased by this plan. Symbols look difficult when they are presented for the first time as a whole, but they are learnt without effort if one is taught at a time, as each rule is taken up in succession. When a thing is learnt just at the moment in which it is wanted, and when there is an obvious use for it, it is sure to be remembered.

I shall be glad if the experience of any other teachers enables them to confirm mine, or to add any hint to these brief remarks, in the next number of the Record.

DELTA.

MEETINGS OF TEACHERS.

BRISTOL.

TEACHERS' SOIREE.-A very interesting gathering of teachers, pupil-teachers, and committees of various public schools in this city, took place on the evening of December 31st, in the Friends' School-room. Every preparation appeared to have been made by the managers of the school for the enjoyment and amusement of the numerous visitors. The school-room was splendidly decorated with evergreens, and brilliantly lighted with gas, and had a very captivating appearance. Tables were arranged down the centre of the room, and on them were displayed valuable cases containing specimens of British moths; rare curiosities of various kinds; some valuable prints; and a choice collection of ferns and other plants: the walls being also set off with prints, pictures, &c. Telescopes, microscopes, stereoscopes, and other sources of amusement were liberally provided. In the course of the evening an excellent paper was read by Robert Charleton, Esq., who said that the subject of his remarks was suggested to him partly by what he had seen in connexion with the management of the Orphan House, on Ashley Down. In viewing that establishment he thought no one could fail being struck with the remarkable example which it afforded of earnest religious faith, combined with sound practical wisdom. On the part of the teachers there was a profound and habitual sense of dependence on the Divine blessing for whatever measure of success might be granted to their labours, whilst there was at the same time as much of sedulous attention to every point of practical detail, by which success might be secured and failure prevented, as if that success depended on their own efforts alone. Mr. Charleton then alluded to what was done at the Orphan House to secure the health of the children,—such as ample ventilation in the day and sleeping-rooms, a suitable temperature throughout the building, a good supply of wholesome though very plain food, great personal cleanliness, and proper exercise in the open air,—and urged teachers to pay greater attention to the principles of sanitary science, and apply them not only to the schools under their care, but also to themselves personally. He alluded to the greater necessity of this, on account of the teacher's occupation being far from a healthy one; and as a means of preserving their health, he urged them to take exercise in the open air, and never to sit down to study or write with cold feet; to sponge the body all over every morning with cold water; to secure proper ventilation in their sleeping-rooms; not to give themselves up so much to study as to leave no time for physical exercise, and to avoid the use of intoxicating drinks, and also the very bad habit of smoking. He concluded by reminding them also, that whilst caring for the health of the body they should not neglect that of the soul, but so live that at any time they might be prepared to give an account of their stewardship.

Several pieces were sung during the evening, and the company separated about nine o'clock.