It is perfectly needless. Could the students of Training Colleges remain insensible to a book so remarkable? Impossible.

Then occur two other observations singularly modest and retiring. 'Teachers, throughout England should purchase a copy of it to be placed in their own libraries." Some publishers present to teachers specimen copies of their books, but the compilers of these books have not completed " 'a monument more lasting than brass." "It is possible that grammar schools, private seminaries, and academies may shortly come to use this book." Notice the singular modesty of this observation. "Possible!" indeed; as if they could do without it; as if they would not vie with each other in admiration of this wonderful book. And, National Schoolmasters, don't be highminded. This Book is not altogether yours. Such a delectable treasure you must share with teachers of "grammar schools, private seminaries, and academies."

"Its sale in National Schools is sure." What a calm strength appears in this sentence. There is no vacillation or uncertainty; it is entirely free from doubt, and, indeed, appears perfectly natural. What can be more certain than that it will command a sale in National Schools, limited only by the funds at their disposal?

"In its matter and arrangement there is that spice of good flavour, that something which like a delicate scent at once commends itself, and makes for itself friends. Sometimes persons take a liking for a book by just turning over its leaves, and glancing between them, casually, as it were. Is not this a sort of 'love at first sight?' Let the reader test this book in this way he will be pleased thereby, and he will not regret having, at our suggestion, parted with the sum of one shilling and fourpence."

The more we see of this book the more wonderful does it appear. There is a "spice of good flavour" in it, a "something like a delicate scent." It is a book to fall in love with at first sight, by merely glancing between its leaves. There can be no doubt of its being a remarkable volume. One little bit, however, puzzles me. The National Society's readers are supposed to be its members, and yet they are exhorted to part with the sum of one shilling and four pence, when the price is only one shilling to members.

"We shall not cruelly spoil the pleasure of buyers of this Sixth Book in the 'National Reading Books' by reprinting the table of its contents. The banquet may not thus be anticipated." The Book appears now still more marvellous. The perusal of it is not an ordinary meal, but a "banquet." And this "banquet" is so savoury and delicious that it would be "cruelly spoiled" by reprinting the table of its contents. What a beautiful thought to think of the many National Schoolmasters feasting on this savoury dish! How they would bless the kind reviewer, for not cruelly spoiling their pleasure by officious anticipation.

And now appears an unsatisfactory paragraph-" We are not inclined to extend the notice of this book." Well, let us be thankful for what we have learnt of it. But still surely something else may be said concerning it. The Reviewer proceeds "There is now so much puffing in the world, so much jargon of unmerited praise." If it were not for this, then, he would lay aside his modesty, and show forth the real merits of the work. But because bad books are puffed, why should not the excellencies of good ones be revealed ? So the Reviewer proceeds :

"A thing of beauty is a joy for ever,' says John Keats. A beautiful book is beautiful for ever."

I might proceed ad nauseam. But I have sufficiently exposed this most disgraceful, and contemptible piece of puffery. Unless the National Society is especially anxious that its journal should become a laughing stock, the committee should in future restrain this fertile reviewer.

You would perform a great service to your readers, Sir, if you would give us your opinion of this singular volume, which is extolled in such an unprecedented I am, Sir, your obedient servant,

manner.

NOT A BANQUETER ON NATIONAL READING BOOKS.

TECHNICAL EDUCATION IN AUSTRIA.

The Imperial Royal Polytechnic Institution at Vienna, was established in 1816, for the object of promoting instruction in the practical sciences. At first it formed a kind of preparatory school for artisans, but has since been gradually extended and improved into what may be termed a scientific university. Properly speaking, this more dignified title is only due to it since October, 1865, when, by imperial decree, it was created a " Hochschule," power being given to it to grant diplomas, and the entire course of education being made strictly compulsory, whilst a higher scale of knowledge was demanded from students applying for admission. The fees paid by most of the students (the total number of whom averaged 600 annually) amounting to only about £5 per annum, or say £9, including laboratory and drawing fees, &c. This institution is, to a considerable extent, supported by the State, the management being conducted by a committee of professors, who annually elect from amongst themselves a president-the so-called "Rector" and nominal head of the institution. The salaries of the professors amount to respectively 1,800, 2,900, 3,400, and 3,900 florins per annum. There are altogether twenty-six professors, three salaried "Docenten" (minor professors), ten unsalaried "Docenten," eight teachers of languages, stenography, sketching, and modelling, three “Adjunkten" (special assistants), and twenty-three assistants. An annual sum of 13,000 florins is given by the State for development and expenses of the twenty different laboratories and collections, of which 2,000 florins go to the laboratory for chemical technology, 1,250 florins to the laboratory for analytical and general chemistry, 1,500 florins to the engine building collection, and 1,500 florins to the mechanical technology collection. A special fact worth mentioning is, that students passing all their examinations with vorzug" (excellence), are exempt from military service. Besides, students liable to military service may, on passing a satisfactory examination on technical subjects, before a military commission, enter as cadets, instead of being compelled to serve as private soldiers. An exceedingly useful and altogether excellent system is embodied in the so-called scientific excursions made at certain intervals by the professors and students of botany, zoology, geology, mechanical technology (including metallurgy), chemical technology, agriculture, surveying, and mechanical and civil engineering. In these excursions various manufactories and works are visited, botanical and geological expeditions of great length made; in fact, every means adopted for giving the students a practical as well as theoretical knowledge whenever possible. It only remains to be said that most of the students enter at about eighteen or nineteen years of age, having generally previously passed through an education of six annual courses in the Realschulen (Government schools, where solely technical subjects, entirely excluding the ancient languages, are taught), preceded by four annual courses in the Hauptschulen (preparatory Government schools for children).

GOVERNED TOO MUCH.

As an aphorism, this applies to school-keeping as to the business and affairs of life. Some teachers are always governing. Their code of rules and regulations is ample enough for an ordinary State; and much of the time which ought to be devoted to teaching the rudiments is often worse than wasted in watching for and punishing the violation of some article of these codes. Others go on, day after day, without a jar or a discord, with no other body of laws to guide or restrain the pupil than the common law of right or wrong, which a pupil readily learns to understand and apply, and, in doing so, often feels that he has a share of the responsibility for the condition of the school, if the teacher will, on his own part, show him a practical lesson by example. If the teacher will satisfy his pupils that he is interested in the purposes of the school; if he will be courteous in his firmness, and gentle in his severity; if he will be just and impartial in his judgments, and will throw life enough into his lessons to excite the interest and attention of his pupils, he will have little occasion to make laws against disorder in his school, or to apply the whip or spur to the dull laggard of his class. Make a pupil feel that he has an interest in what is going on, that teaching is not a mere abstract mill-horse round, which a boy has to go through because others have done it before him, and the teacher need no longer drive him; he may lead him as a cheerful, a willing follower. We have heard teachers gravely discussing in their Institutes and Conventions whether, and how far, corporal punishments should be applied; and we have wanted to say," My dear sirs, if you will only govern yourselves, if you will only carry into school the spirit of a teacher, and apply to the children there the same simple rule of common sense towards them as you do to your neighbour when you meet him, and undertake to tell him what you saw in town yesterday, or what you read in the newspaper this morning, you will have as little occasion to complain that your pupils are stupid and indifferent as you have that your adult friend will not listen to your narrative." The child is the parent of the man, and if one would get at his heart or his brain, he must approach them by the same avenue in childhood as in manhood. It is idle, however, to think of applying the same rules of order, quiet, and attention to a little bundle of nerves and muscles aching by an uncontrollable law of nature for activity and motion, as to the adult man sobered by experience and disciplined by exhausted energy. And the teacher who is greatly disturbed by an occasional restlessness of childhood, or the outgushing at times of a joyous spirit, had better discipline himself, than hope to overcome the irrepressible laws of nature by any code of rules which he can prescribe for his school.

A STRANGER IN THE SCHOOL.

On a warm day a large school of boys and girls were conning over their lessons. The teacher tried hard to keep order, to make all take to their studies, to help those who needed aid, and to make all happy. He opened the doors and the windows to give them fresh air, but all would not do. Some felt discouraged with their lessons, some felt sleepy, some felt cross, and every thing seemed to drag and linger. By and by the heavy tread of a foot on the door-step was heard, and, without knocking, in walked a hard-faced; man, somewhat old in years, but with a firm step. The children at first felt afraid of him, but they soon found that beneath his hard looks there was a bright eye, a pleasant smile, and a kind heart. But, instead of sitting down and staring at the school, he sat down by the side of a 'little girl who was trying in vain to get her spelling lesson. There were tears of discouragement in her eyes,

"Well, what's the matter with our little one?"

"O, sir! I can't get my lesson! It's so long, and the words are so hard, I can never learn them!',

"Let us see. How many of those words are there in one column ? "

"Very well. That makes forty-five words to be learned. How many of these are easy, so that you can spell them at once? Count them."

"Twenty-five sir."

"Then you have twenty left, which you call hard. Now take the first one, look at it sharp, see every letter in it, count the letters, see just how the word looks. Now shut your eyes, and try if you can still see just how the word looks. Spell it over softly to yourself. There, now, you spelt it right. Now do so with the next word, and the next, till you have them all.”

"O, sir! that is very easy. I can get my lesson now!"

Then the visitor went to a boy who was puzzling over a sum in arithmetic. He was discouraged, and almost cross.

"Let us see-what's the matter here ?"

"This sum, sir! I can't do it, and every sum grows harder and harder! It seems as if the man who made the book, tried to see how hard sums he could put down."

"I see. Now what's the rule by which this sum is to be done? Very well, only you have not said it quite right. Turn to it, and see. you left out one important link. You now understand the rule? now, putting in the part you left out."

Repeat it. There, now, Try the sum

O, sir! it's easy now. I see, and I can now do them all." "Yes; but you must not be thinking about your ball, and kite and play. You must give your mind to the thing you are studying, and then it will all be easy." The stranger next sat down by a boy, who was trying to commit the declension of a noun in the Latin Grammar. Over and over he had repeated, but alas! he could not make the memory hold it. He was ready to throw down the book. "Hold there, my boy! Don't look so discouraged. Take your pen and carefully write down that declension. See how every word is written, and what letter ends every case. There, now, is every word right? Yes! Well, shut your grammar, turn over your paper and on the other side write it all over again from memory. So ho! how many mistakes have you made?"

Two, sir."

"Very well. Put away that bit of paper, get another, and try it again, and again, till you can write it without a single mistake. You can say it then, for writing will fix it in the memory."

Thus he went from seat to seat, and belped all. The scholars forgot the heat. They all had their lessons, the teacher smiled and praised them, and all were very happy. Just as he was leaving, the teacher thanked the stranger, and hoped he would soon call again.

"Oh!" said he, "just send for me any time, and I will come and give any one a lift."

Pray, sir, by what name shall we ask for you?"

"Mr. HARDSTUDY, sir-at your service!"

Papers for the Schoolmaster.

No. XXXV.-NEW SERIES.

NOVEMBER 1ST, 1867.

THE STATE OF ARITHMETIC IN ELEMENTARY SCHOOLS, IN 1866.

The Report contains the subjoined remarks of H.M. Inspectors on this head.

Mr. Byrne, (Gloucestershire,) p. 33.

"With regard to the Arithmetic of the lowest Standard, I find it necessary entirely to discourage those mechanical aids, (such as counting by the fingers or by strokes upon the slate,) by means of which the younger children too frequently attempt to lessen the labour of mental calculation. In the other Standards, the difficulties of numeration, of long division, of weights and measures, and of practice are each year more methodically and successfully dealt with. I have, however, to report less favourably of the girls, who are generally backward in Arithmetic, and particularly deficient in the matter of numeration. Many mistresses, otherwise sufficiently awake to the importance of accuracy, refuse to believe that it may be of considerable moment whether an answer be expressed in thousands, tens of thousands, or hundred of thousands."

Mr. Capel, (Warwickshire,) p. 55.

"In Arithmetic, the Boys' Schools stand first (15 per cent failures), and mixed schools under mistresses last (27.8 per cent. failures): these results I had anticipated, but I was not prepared to find that women were more successful in teaching girls to cipher (per centage of failures in Girls' School 19.1) than men in mixed schools. (Per centage of failures in mixed schools under masters 24.")

Mr. French, (Yorkshire, North and East Ridings,) p. 70.

"There were more failures, viz., 17 per cent., in Arithmetic than in either reading or writing during the year ending August 31, 1866. Not that I consider it by any means the weakest subject of the three. The girls, for the generality, do badly in this subject, and the excuse made for them is