THE PLAY-GROUND, OR UNCOVERED

SCHOOL.

This theatre where every boy dis- | history of civilization. The children, at first rude in speech and manner, regardless of each other's comfort and property, following their own natural impulses, attending only to individual interests, and acknowledging no authority but that embodied in the words "Let him take who has the power

Let him keep who can."

under the management of a judicious Trainer, when their reason has been exercised, the higher principles of their nature appealed to, their relations and duties to themselves, their neighbour, and their Creator, have been distinctly and intelligibly brought before them, gradually lose their asperity and selfishness of character, form their own laws, and that too on principles of strictest equity, and exhibit all the harmony and and amenities of a well regulated and happy community.

The influence of the Master's pressence it is difficult to over-estimate in repressing the worse and encouraging may work earnestly and pleasantly, are only after all working in the harness— they furnish no certain test of individual

plays his real character-this miniature world-furnishes to the conscientious Trainer ample material for observation and study. It is not to be regarded merely as a place that ministers to the amusements and health of the children, provides for the development and strengthening of the physical frame, and secures the exercise and training of the senses, so as the better through them to educate the intellect, but as a place where powerful influences are at work, high interests at stake, mind and body in ceaseless activity, and every variety of mental and and moral character hourly in the process of development. The selfimposed occupations of the play-ground are as much a reality to the children, as is toil to the mechanic, or speculation to the merchant, and are carried on with a buoyancy of spirit and an intensity of purpose not often exhibited in maturer years. The same principles of action are here in exercise, the same emotions excited, the same dispositions manifested that are called into play in the intercourse and vicissitudes of sub-predilection. It is only when free and sequent years, and the Trainer is thus enabled to form just as accurate an estimate of the character of each pupil in his school as a man of the world is able to form an opinion of those with whom he comes into daily contact. It is impossible that, in the covered school, the Trainer can see so far into the character of the children. It matters not how interesting the religious and intellectual exercises may be rendered, as they are not subjects of choice as the children, although they too sedulously cultivated, and one that will amply repay his anxiety and watchfulness in the opportunities it furnishes of observing the effects of Bible training, and the general influences of his school on the character of his pupils. He will find it also both deeply interesting and encouraging to mark the progress of society; to see, in his play-ground, an epitome of the

unrestrained in their diversions, when regulated by the spontaneous impulses of their own minds, that the beauties and defects of intellectual and moral character are displayed.

in

It is a mistake to suppose that the presence of the Trainer interferes with the freedom of the play-ground, and leads the children to act the hypocrite. This may be the case when the Master is not the father, or elder brother, but the Draco of the little communitythen indeed, they may slink away cowering and disheartened groups to every bye-way and corner; but let all things be in a healthy state and the presence of the Trainer will give life and interest to their various amusements. What child is not stimulated to greater activity and energy by the influence of his father's, or his mother's, or his sister's smile. If their presence is not relished, there is, as

suredly, something requiring careful investigation. The employments of the play-ground are of too much importance to the children-they are too much the business of that period of life to permit continued and consistent hypoccrisy. Boys cannot dissemble always; obedient to the impulses of nature they cannot conceal the workings within. The very restraint or suppression of the natural signs of any emotion involves so much uneasiness that children cannot endure it.

There is thus opened up for the Trainer a field of labour that cannot be the better tendencies of their nature; in constantly preventing rather than curing grievances, and thus moulding and consolidating the social character of the play-ground. This peculiarity of the Training system deserves special prominence. We rank the cultivation of the social sympathies of the children next in importance to the high moral and religious training which the super

intendence of the uncovered school enables the master to carry on. Man is so linked to his fellow man by numberless relations that there is not an act of his life that does not influence, directly or indirectly, those among whom his lot is cast. The power of social sympathy also remarkably modifies his own character. "There is scarcely a moment of his existence," says an eminent metaphysician, "in which the social affection, in some of its forms, has not an influence on some feeling or resolution, some delightful remembrance of the past, some project of future benevolence or resentment." Stow's system not only provides for the development and regulating of these social sympathies, but, in perfect consistency with its wide and comprehensive character, endeavours to render all subservient to one great object--formation of character for the duties of time, and preparation for the enjoyments of eternity.-[To be continued.]-Glasgow Record.

Educational Intelligence.

INSTANCE OF GREAT LIBERALITY.

On Saturday June the 26th the ceremony of laying the foundation stone of the new schools, as National and Infant Schools, for the populous and extensive districts of Christ Church, St. Marylebone, was performed by the Lord Bishop of London, in the presence of several hundred ladies and gentlemen, inhabitants, and members of the congregation of Christ Church.

The site of the intended schools is a large plot of land closely adjoining to Christ Church, and forming the corner of Lisson-street and Stafford-street, Lissen Grove; and for the site, as well as the contemplated building, the district is indebted to a benevolent lady, a member of the congregation of the Rev. Robert Walpole, namely, Miss Lewis, of Sussex Gardens, Kent-terrace, Regent's Park. This lady has not only presented the committee with a sum of nearly £600 towards the purchase of the site, but has absolutely taken upon herself the expense of the erection of the building, the cost of which is estimated at £4,300. It is designed by the architect, Mr. Joseph Flemming, to accommodate in the national and infant schools about 750 children, and will also contain apartments for all the masters, mistresses, and teachers engaged in the education of the poor. The erection of the building has been entrusted to Messrs. Winsland and Holland, the builders of Bloomsbury, who, in consequence of the inclemency of the weather, had erected a tarpauling extending over the entire area of the building.

The proceedings commenced by the children of the Western National Schools chanting the 78th Psalm, after which the Bishop offered up a prayer for the success of the undertaking.

The Bishop of London said no greater benefit could be conferred upon a district than by attending to the education of the poor. A school of well educated children was calculated to diffuse its influence throughout the surrounding neighbourhood. He regretted very much that the lady to whose liberality they were indebted was unable, through illness, to attend on this occasion, as it would necessarily have been one of peculiar interest to her; and he could then have tendered to her as bishop of the diocese, his thanks. His lordship then passed a high encomium upon the conduct of the Rev. Mr. Walpole, and concluded by expressing a wish, that so benevolent an act as this would be followed by others in the parish of Marylebone.

Immediately after the ceremony the children sung the 100th Psalm, and after the benediction, "God save the Queen," sung by the whole assembly, the proceedings were concluded.

Eorrespondence.

any

SIR,-Anxious to acquire some proficiency in drawing, I should feel much obliged, if of your subscribers would through your useful paper, inform me of the requisite apparatus, and also the work most suitable for a beginner.

S. S.

SIR.-I saw in one of the numbers of your valuable journal, a plan of keeping a Library Register which I have seen before,-but I think I can propose a much better one, whch I have seen used with perfect success; and if you think it at all worthy of notice I hope you will insert it. I am, Sir, yours truly,

SIR,-I shall feel obliged if any of your Correspondents would kindly inform me, through the medium of your very valuable and interesting paper, what Classical knowledge is required of a person attempting to obtain a First Class Certificate of Merit. J. H. N.

[J.H.N. and others request information upon the qualifications necessary to secure higher Certificates of Merit. In reply we have to state our belief that the highest class certificates may be earned by those who evince a real mastership of simply elementary subjects. The value attached to the written papers of Candidates by the examiners depend perhaps more upon the character for correctness and skill, as well as general power which they reflect, than upon the extent of knowledge. A Candidate should acquire real proficiency in the subjects of the first schedule, and practise style of composition, and regard higher subjects as of importance in a supplementary point of view, Classical knowledge is of unquestionable use to him who possesses it, not only directly, but more particularly as it assists the Examinee by the general cultivation it has given him. A classical scholar will acquit himself better in the paper on English grammar, and a knowledge of higher mathematics will throw light upon that on arithmetic.]

SIR,-Will you allow me to inform A Subscriber, Yarmouth, through your pages, that he may obtain Outline Maps, both good and cheap, from Cruchley's, Fleet Street, London. A catalogue, I suppose may be had on application. To give any hints on the subject of Mapping, if of sufficient length to be of service, would occupy more room than you would be disposed to spare; and this is the less necessary, as Mr. W. Hughes is preparing

for immediate publication a new and cheaper edition of his work on "The Construction of Maps."

It is doubtful whether a work on Object Lessons of the same character as that of Miss Mayo's can be had at a lower price; the Home and Colonial School Society publishes a little work of an introductory kind, entitled "Graduated Course of Instruction for Infant Schools," which may answer the purpose required. I take it for granted that the enquirer has seen the advertisement on the fourth page of the last number of the "Papers." R. B.

SIR,-I would with your permission direct the attention of the Pupil-Teacher, St. Maryle-bone, to the Examination Paper on School Management in the "Papers" for the last month; and I feel sure that young people of his class generally could hardly do better, than attempt to answer the whole of the questions there given. I am pleased to hear from a friend of mine that there is a probability of replies to these questions on Management, appearing in some of the forthcoming "Papers ;" these would be read, I am certain, with a good deal of interest.

ANSWERS TO THE EXAMINATION PAPER ON SCHOOL MANAGEMENT.-CONTAINED IN THE NUMBER FOR JULY.