reason to expect a great improvement in their geographical and historical attainments before the expiration of another year. I think it right to state here, that the acquirements in geographical knowledge of such teachers as have been trained and promoted at the Model Schools are extensive and very creditable to them. The great contrast, at an examination, between the trained and untrained teacher in no subject is more conspicuous than in this; their method of teaching it—which I caused them to exhibit in my presence—was more lively and animated, and more like what teaching ought to be, than on the other subjects. Children, particularly at an early age, acquire more quickly, and retain longer, what they have learned through the eye than the ear. And this consideration leads me to another subject which I would wish to notice briefly, as unfortunately it does not form a portion, as I think it ought to do, of our ordinary school instruction-I allude to linear drawing. It must be obvious to all persons, that very frequently a few rough strokes of a pencil will afford a much clearer and more correct perception of a subject than many even well-written pages of a detailed narrative; and we must see, that to the general mechanic or artisan some acquaintance with this subject is almost indispensable. I think it would be very desirable, also, that in every case of APPLICATION for salary and books to a non-vested school, in addition to the usual description of the school-house, as contained in the ordinary query sheet, the Inspector should be required to accompany it with a rough drawing or sketch of the school-house and premises-which would have the effect of causing these houses to pass, as it were, in review before the Board; and I am convinced would prevent the increase of those melancholy cases of dilapidated and ruined cabins, or rather hovels, which are at present dignified with the appellation of school-houses-now so frequently to be met with, and which in the present state of things are not likely soon to disappear. I might adduce cases of a similar nature, so far as dilapidation is concerned, regarding vested schools under the old system, either where the Trustees have ceased to exist, have refused, or, from various motives, are unable or unwilling to act; but it is probable that the ultimate repairs and improvements of school-houses of this description and class will be only a question of time. All these matters, however, must be considered, and set down as so many impediments and obstacles to the onward progress of education, which is now being pressed forward with all the appliances of a high-pressure system, and by every means which the utmost ingenuity can devise, in order to insure its ultimate success.

Grammar.

On this subject I may observe, that in the first and second classes, who are, for the most part, trained, the oral answering was tolerably fair, the parsing and written exercises generally good, and their method of communicating, on the whole, respectable and judicious, while those of the third class and the probationers, with few exceptions, know little of the subject. The habit of committing to memory rules and definitions, the meaning and application of which they don't themselves understand, still prevails-and of course those attending schools of this description cannot be expected to acquire any permanent knowledge, of this branch. The time, however, is

The

not far distant when these defects will be seen no more. experience and information they have obtained at these examinations will go far to remedy this evil, by turning their attention particularly to it. Care was taken to explain to them concisely the easiest and most approved plan of making the principles of grammar intelligible, and even interesting to the junior classes; and that the use of books, and learning by rote portions of the text, were quite unnecessary in teaching the first elements. Sometimes an intelligent trained teacher was called up to state the results of his experience, &c.; and in this way much good was effected in a short space of time, which cannot, I think, fail to produce favorable results.

Geometry and Algebra.

In these branches, required by the programme for the first and second classes only, the answering at the oral examination was creditable. The written answers to the printed questions were also good, but I fear that the teachers have in general, relied too much on these subjects to obtain promotion, while those of a more ordinary character, and which they are more frequently called on to teach, have been comparatively neglected. I have occasionally observed, in the course of the examinations, that questions in the four books of Euclid, and in algebra to quadratic equations, have been solved with expedition and accuracy, while perhaps the next hour the same parties would break down in the writing of a sentence from dictation, evincing, by the nature of their mistakes, complete ignorance of the ordinary rules of orthography. Thus, in their fondness for the study of the abstract sciences, they omitted to make themselves even tolerably well informed on the ordinary subjects contained in the programme—that is, the branches they are obliged to teach every day in their schools. From this cause, therefore, some were disappointed in their expectations of promotion, based, as they were, on the narrow and delusive principles I have above alluded to: yet I admit, that large allowances must be made for men of their class and habits, called together and examined publicly, I may say, for the first time, and under feelings of great excitement and nervous irritability, with interests of such magnitude and vast importance to themselves depending on the issue.

Natural Philosophy, Chemistry and its application to Agriculture, the Arts, &c.

Of these subjects very few of those examined possessed any rational or permanent knowledge, what they have read they have understood very imperfectly, in fact a mere smattering, consisting of terms and definitions which they can neither explain nor comprehend, the subjects being yet new and strange to them. They have however now been initiated into the method of studying them, and the nature of the questions they will be called upon to answer on a future occasion.

I have, therefore, reason to hope, that on these subjects also very many will be able to succeed at the next special examination, exhibiting by their answers that they are familiar with those matters, and have introduced them into their schools.

Political Economy as contained in the Easy Lessons on Money Matters.

The answering on this branch both in the oral and written examination was not such as I had reason to expect; in fact, they had not read the subject with that degree of attention which would enable them to answer questions on it; but from the great prominence which I gave to this matter and the importance I attached to it, many appeared surprised at the large amount of useful information contained in so small a book, and expressed their regret that they had omitted to make themselves more familiar with the principles treated of in it, and which appeared so important and necessary for them to know, as occurring in some way or other in all the ordinary transactions of civilized life. This subject, I have no doubt, will be particularly attended to previous to the next examination.

Logic as contained in the Easy Lessons on Reasoning.

This book has not been studied by the teachers in the western counties, and consequently no satisfactory answers were obtained except from a few who have been recently trained; they will be better prepared on the next occasion, as many supposed that they would not be examined on this subject.

Art of Teaching.

A considerable portion of these teachers are yet ignorant of any improved method or plan of teaching, or indeed of any method at all, each adopting that which he conceives to be the easiest and best; merely, because he has been accustomed to follow it for years, without thinking much about it.

The judicious and approved methods recommended by Mr. Sullivan were pointed out and explained to them, which appeared to interest them much. They all promised to procure the book, and study the subject attentively for the future.

Rules and Regulations of the Commissioners.

With the rules and regulations they all appeared to be tolerably well acquainted, with the exception of some probationers and those recently appointed.

Table exhibiting the former and the present position of the teachers summoned and examined.

Before the examination there were After the examination the num

Twenty-three were dismissed, and nineteen were in attendance at the Model School, which make up the original number of 522. I have the honor to remain, gentlemen, your obedient servant,

JAMES PATTEN, Head Inspector.:

No. 5.--QUESTIONS PROPOSED at the GENERAL EXAMINATIONS of the TEACHERS in the Year 1848, to which answers were required to be given in writing.

The Series marked A, were used with the First-class Teachers; that marked B, with the Second Class; and that marked C, with the Third Class. From the notes furnished by the Head Inspectors, who were charged with the North-eastern and South-eastern Districts, there have been added the total number of Teachers, who, in those Districts, were examined on each paper, and the number of Answers, Satisfactory or Imperfect, given by them to each question.

QUESTIONS FOR EXAMINATION.

A 1.

Explain in a short essay, what you conceive to be the best method of teaching spelling.

2. Explain the derivation and meaning of the principal conjunctions,

3. After what verbs may the infinitive without the sign "to" be used? Examples,

4. Mention any cases in which two singular nouns coupled by "and," take a singular verb,

Geography and History.

1. Describe the Foreign Possessions of the British Crown-their position, boundaries, extent, products, and population,

2. Show how longitude is found at sea by means of the chronometer,

3. Explain the cause of tides-of full and neap tides,

4. How are winds classified? Explain the cause of the Trade Winds,

5. What were the principal events of the eighteenth century?

Show by

Lessons on Money Matters.

1. What are the constituents of value ?

examples that the possession of the union of these is always necessary to give value to an object,.

2. To which of these is the value of an object most generally proportioned ?

3. Seeing that all things, strictly speaking, are physically limited, to what do we mean to refer when we say of some that they are limited in supply, and of others that they are not so?

4. Enumerate the advantages of a division of labour Lessons on Reasoning.

1. Describe the Sorites,

2. Draw out into form the Syllogisms involved in the following:

A is B, B is C, C is D, D is E; therefore A is E, 3. What is a Predicable? .

Examination Questions-continued.

QUESTIONS FOR EXAMINATION.

1

4. Enumerate the five heads of Predicables, and define each,

Arithmetic and Algebra.

1. Required the amount of £1 for 16 years at 44 per cent. per annum, compound interest. Explain the reason of the rule you follow,

2. Reduce 12s. 6d. to the decimal of £1, 3. Required the square root of 33,

4. A's and B's stocks are £325 and £475 respectively, what is the share of each in a gain of £320 ? 5. Given x + 20 x3 · 10

of x,

=

59, to find the values

30

25

23

12

5

6

7

8. Find two numbers such that their sum is 19, and their difference multiplied by the greater is 60,

2. Inscribe an equilateral and equiangular hexagon in a given circle,

3. Prove that the angles in the same segment of a circle are equal,

4. Given two sides and the contained angle to resolve the triangle,

5. Define sine and cosine, and show their relations to one another, and to the radius,

6. What is a cylinder, and how do you measure its solid and superficial contents ?

1. Explain the principle of the barometer, and the uses to which it is applied,

2. Describe the fusee of a watch, and explain its

use,

3. What is the use of the fly wheel in a steam engine?

5. Describe the two chief defects of sight, and explain how they are remedied,

A 2.

Give a detailed account of the comparative advantages and defects of monitorial instruction, and state the extent to which you apply it in your school,

Grammar, &c.

1. Punctuate the following passage, point out any rhetorical figures contained in it, and parse the portions in italics,

Which when Beelzebub perceived than whom
Satan except none higher sat with grave

Aspect he rose and in his rising seemd

A pillar of state deep on his front engraven

1