kind, in another session of Parliament, this House shall consider the means of establishing a really national system of education, it will be conferring one of the greatest blessings which can be conferred on this country,-one for which, I believe, the people are even now prepared, and which after further discussion, I do trust might be carried with a very general assent.'

Notice has also been given by W. J. Fox, Esq., M.P. to move for a select Committee to inquire into the state of Education in England and Wales, with a view to its extension and improvement. The Manchester and Salford Education Bill has been brought forward by Mr. Brotherton, but after a short discussion its consideration was postponed. The purpose of this Bill is to provide free Education for the poor inhabitants of these boroughs by a local rate. The administration of the funds is devolved by the Bill on the Town Councils, or on Committees appointed by them. This Bill has, we believe, been supported by a majority of the rate-payers in these places-a circumstance which attests the carnest desire which is felt for increased education, and a willingness to incur taxation for its support. The mutual concessions which have been made while this Bill has been under discussion lead us to hope that all parties will approach the future solution of this question with that calmness and moderation which its importance demands, and without which it will be impossible to extricate it from the perplexities in which it is involved.

It has been determined to organize a special department at the Board of Trade, for the purpose of increasing the efficiency of the existing Schools of Design, and promoting Art-education as applied to manufactures. The control of this department is entrusted to Mr. Henry Cole, one of the Executive Committee of the Exhibition. The Society of Arts has resolved that it is desirable to obtain from Parliament, a power of raising local rates to establish schools, for the extension of the system of teaching drawing and modelling.

The Committee of Council has lately issued a Memorandum respecting the Organization of Schools in parallel Groups of Benches and Desks. Various plans of schools are furnished in this document; and it will much assist those who are engaged in erecting schools or altering their arrangements.

A Church of England Schoolmasters Association, for the purpose of mutual co-operation in the promotion of Education, has been formed at Bridgnorth. At a meeting held at the National School Room, the subjoined resolutions were passed. 1. That an Association be formed of the Clergy, School-masters, School-mistresses, Assistants, and Pupil-teachers, belonging to the Church of England, to be called the Schoolmasters Association of the Town and neighbourhood of Bridgnorth. 2. That other persons, being members of the Church of England, be eligible to join the Association, if approved of by the majority assembled at a regular meeting. 3. That the sum of four shillings annually from School-masters, two shillings from School-mistresses, Pupil-teachers, and Assistant-teachers, and five shillings annually from all other members, to be paid in advance, be raised for the purpose of procuring a Library, for the exclusive use of such members as are engaged in the work of daily instruction, and defraying the other expenses of the Association. Another resolution was passed which appointed the managing Committee.

At the recent Examination at the Cheltenham Normal College 40 Candidates were adjudged entitled to receive Queen's Scholarships; of these 31 were placed in the first and 9 in the second Class. The following names should have been included amongst those who would have obtained Queen's Scholarships but for the restriction on the number which the College was allowed to admit. FIRST CLASS-J.Holmes, G. Peploe, E. Kennedy, J. Edmondson, E. Goddard, S. Walker. SECOND CLASS-E Hackwood, T. Coomber, J. Chivers.

Class List of Teachers in Elementary Schools and Students in the Free

Church Training Schools of Glasgow and Edinburgh, to whom Certificates of Merit have been awarded by the Committee of Council after Examination before Dr. Cumming, H.M., Inspector, June, 1851.

MASTERS.

CLASS I. DIV. II.-Robert Demans, Master. Glasgow; John Laidlaw, Edinburgh.

Div. III.-James Burgess,

CLASS II. DIV. I.-Adam Johnston, Edinburgh; John Smart, Glasgow. Div. II.-John Davidson, Master; William Fuller, Master; Andrew Stirling, Master; James Dickie, Glasgow. Div. III.-Hugh Cowie, Edinburgh; Donald Ferguson, Glasgow; David Milne, Edinburgh.

CLASS III. DIV. I.-David W. Elder, Master; John Calder, Edinburgh; Edward Coates, Glasgow; George F. Gasson, Glasgow; Francis W. George, Glasgow; Robert Gray, Glasgow; John Hohn, Edinburgh; George Marshman, Glasgow; David Ross, Edinburgh; W. Sutherland, Edinburgh. Div. II.-John Knox, Master; Hugh Ross, Master; William Biggar, Glasgow; John Davidson, Edinburgh; Jolm Proudfoot, Edinburgh; James Stewart, Edinburgh; James Wilkinson, Glasgow. Div. III.-John Barclay, Master. William Collis, Glasgow; David Bonar, Edinburgh; Peter Dewar, Edinburgh; John Gibb, Edinburgh; William Singer, Glasgow.

MISTRESSES.

CLASS II. DIV. I.-Margaret Clark, Mistress. Div. II. Isabella Bridie, Mistress; Anne Tomlinson, Glasgow. DIV. III. Harriet Mayer, Glasgow ; Grace M. Pears, Edinburgh.

CLASS III. DIV. I. Harriet Hett, Mistress; Jessie Boog, Edinburgh; Elizabeth M. Burkitt, Glasgow; Mary Honey, Glasgow; Elizabeth King, Glasgow; Margaret Milligan, Glasgow; Elizabeth S. Smith, Glasgow; Elizabeth Watson, Glasgow; Helen Whimster, Glasgow. Div. II.-Elizabeth Mitchell, Mistress; Mary C. Cole, Glasgow; Cash Harty, Glasgow; Susannah Hewitt, Glasgow; Jane Smith, Glasgow. Div. III.-Jane Hunter, Catharine Morris, Mary Murray, Helen C. Naismish, Mistresses; Margaret Logan, Ann Tough, Edinburgh.

CORRESPONDENCE.

SIR,-I have read the letter published in your last number on the subject of "Chalk Map Drawing."

I had never before heard, of the process described by your correspondent, of employing triangles, squares, &c., and cannot therefore speak as to the utility of such helps; but it has occurred to me that there are objections to the method.

On the score of accuracy, perhaps, such a tedious system may be tolerated; but I conceive that Map Drawing on black boards, in teaching, to be useful, must be rapidly done. Hair-breadth accuracy is not absolutely necessary, though much to be desired.

The method I pursue is simply this. Before giving a lesson, I spend a little of my private time in sketching, on paper, an outline map of the proposed country; at the same time getting up the subject from a manual. On this outline map the physical geography is mostly depicted, but not too minutely. The drawing of this small map has made me thoroughly acquainted with the features of the country, and I am therefore prepared to draw it before the class; but when the time for the lesson arrives, I consult my outline map (which can be held in the hand while sketching) for particulars.

The order of drawing is-outlines- mountains-rivers-towns.

My Pupil Teachers too are practised similarly. Each of them is required to draw an outline map, upon paper, at home in the course of the week, and when their geography night arrives, one of them is called upon to take his copy, give a lesson to the others upon the particular country, drawing a map on the black-board; after which the country is fixed upon for the next lesson, or perhaps, the order of an atlas, or some order, pursued.

I am well persuaded that there requires much practice to excel in this art. One may draw a map pretty well on paper, and yet fail with the chalk and black-board. It needs a great freedom of hand, which much practice, and the above system, has I think, tended to promote among us.

These maps, produced by the teachers, too, I find useful on the morrow, either to refresh the memory of the boys, or in imparting new matter.

I have little doubt that there is no method of teaching geography so rapid, and at the same time so satisfactory in its results, as this of drawing the map on the black-board.

I would only add that my experience has taught me that the best proportioned board is one whose length is to the breadth as six is to five; or supposing the length of four feet, (a good length) the breadth should be five-sixth of 4 ft., or 3 ft. 4 in.

I am, Sir, your's truly,

A SCHOOLMASTER.

SIR,-Will you be so kind as to inform me (through your "Papers for the Schoolmaster") of a concise method of keeping a library, so as to register the books when delivered, and the parties to whom they are delivered. I shall be glad to know also whether there is a book prepared for the purpose.

Kent.

A SUBSCRIBER.

SIR,-In answer to the request made in your January number, on the subject of teaching Writing; I send you an account of the manner by which writing is taught in the School in which I am Pupil Teacher.

The copy books are published by the "Society for Promoting Christian Knowledge.' The classes allowed to write are the 1st, 2nd, and 3rd; they begin with a simple stroke, and gradually advance to capital letters, and then to dictation. The copies are written with pencil, so that the children ink them over, and then imitate them. The copies are written every week, so that particular attention is paid to the writing. The pens are to be held properly,-right shoulders to be put backwards, particular attention to be paid to the copy, -down strokes to be made dark, &c. The writing days are Tuesdays and Thursdays. No restriction is made as to the number of those who write, but any are allowed to learn who are thought to deserve it.

SIR,-A constant reader and admirer of your valuable "Papers for the Schoolmaster,' would esteem it a great favour to see in your next, a specimen of, or directions for "Scanning." Out of eight Grammars that he possesses, there is only one which defines the term, and that merely by stating it to be "dividing a verse into feet." I must confess my ignorance of what would satisfy the mind of one of Her Majesty's Inspectors, when "Scanning" is given by him for an exercise.

If this request should be inserted, I must beg for it to appear with the signature, "Ignoramus." If its simplicity only elicit a smile, the writer will very gratefully receive the more useful instruction that will be given.

I am, Sir, your's, &c.,

W.

SIR,-I should be exceedingly obliged if one of your Correspondents could recommend to me any work on the "Geography of Great Britain as connected with the Outlines of English History."

Your's &c.,

R. ROBERTS.

METHODS OF TEACHING SYNTHESIS.

The Synthetic or Constructive method of Teaching is defined to be, "The taking the separate parts of a whole, and after treating each individually proceeding to the whole in combination;" that is, the whole, whatever it may be, is supposed to have been subjected to a previous analysis, and the results of that analysis taken in order, made the subjects of Exposition, and in this way the whole of the elements are to be built up till the structure is completed.

In the Minutes of the Committee of Council on Education for 1840, are the following remarks on this method,-The Socratic Method (a logical arrangement of questions) might be pursued either synthetically or analytically, but it was most commonly employed in the former mode. Pestalozzi was, the chief restorer of the synthetic method to Europe; and Jacotot and others

have endeavoured to propagate peculiar developments of analytic processes. An attentive examination of the details of school management in great numbers of elementary schools throughout Protestant Europe, shows that the Synthetic or Constructive Method prevails in Germany, Prussia and Holland.

Before describing the application of the principle to these divisions of elementary instruction (reading, writing, and vocal music), the general relations of the principle itself, deserve some consideration.

During infancy the child has become acquainted with the external world; his senses are in incessant activity; the sense of sight has to be placed in harmony with the sense of touch and muscular movement; the distance, form weight, and other qualities of objects, have to be determined; the child is making constant discoveries; it constantly presses on the region of the unknown. This process is chiefly Synthetical. It is by the acquisition of new facts and their combination with those already known, that the child gradually acquires knowledge, and corrects the errors into which he has fallen.

"Pestalozzi proposed to imitate this process in the further education of the child. Analysis appeared to him the duty of the educator, and the necessity for education was equivalent to the need of an interpreter of natural and moral phenomena."

The nature and advantages of this method are thus set forth by Sir J. K. Shuttleworth. The Synthetic method supposes that the teacher leads the children from the known to the unknown, by such gradual steps, as to require no effort of analysis on their part, but to render the knowledge of general facts the consequence of an acquaintance with the elements from which they spring. When this method is employed in combination with the simultaneous, the acquisition of knowlege is invested with its natural attractions, and the efforts of the children second those of a teacher of a mild and persuasive character, so carnestly as to remove the necessity for the adoption of the too prevalent practice of coercion. The moral discipline of the school is thus dependent in a great degree on the method of instruction.

No reasonable objection can be urged against this method, neither can the advantages claimed for it, be denied; still it must be admitted, that much of its value depends on circumstances. The Synthetic method contemplates teaching any branch of instruction by a series of lessons, so carefully arranged and graduated, that like the steps of a ladder, one shall lead to the other, till the end is reached. To do this effectually, supposes the regular attendance of the children throughout the entire course, that no step may be lost, as the loss of intermediate parts of the series would vitiate the whole. Now it unfortunately happens, in the elementary schools of this country, more especially in those of large towns, that a regular and continued attendance cannot be calculated

on;

hence if the course of instruction is long, (vocal music for instance) one half of the class will have left before its completion. Besides, few, perhaps not the half of those actually remaining to the end of the series, would have been in regular attendance. With the regular and long continued attendance of children, as in the most of the Continental schools referred to, there can be no question about the value of the method, and when the parents of this country become more fully alive to the educational interests of their children, it will be the privilege of English Teachers fully to adopt a method as valuable to the instructor, as it is profitable to the instructed.

Notwithstanding the hindrance which now exists to the adoption of this method in its entirety, as applied to extensive branches of instruction, it is applicable with profit in many subordinate ways, and hence it is imperative, that every teacher should seek fully to master both its principles and its practice.

It has been already remarked, that the use of synthesis lays on the teacher the Jabour of previous analysis, that is, as far as it may be applied to individual lessons. As respects complete branches of instruction, this has been done already, and text books now exist, prepared under the sanction of the Committee of Council on Education, on the several subjects of reading, writing, arithmetic, Vocal music, and model drawing, and specially adapted for teaching on the Constructive method. Whilst there is an admitted difficulty in pursuing this method as applied to a whole subject, the teacher will find none in its application to individual lessons. If its entire benefit cannot be embraced, it should not therefore be altogether neglected; but on the contrary, an effort made to secure as much of it as may be practicable. The teacher should be encouraged to do so by the following observation by Archbishop Whateley, "That (the synthetic method) being more concise, regular, and systematic, it is the form in which our knowledge naturally arranges itself, and is retained in the memory."

It has been very properly remarked, that this method should be employed in many of the processes of school instruction, in which it is now totally neglected; thus, "at present nearly all the grammatical instruction is analytic, neglecting to employ the synthetic in teaching the construction of sentences, for this can only be acquired by putting together the constituent parts, so as to form one whole, according to given principles and not by taking asunder parts of one already constructed. In like manner, synthesis should be applied to geography, so arranging the several steps that each shall be taken with intelligence, and so the whole raised up from the parts."

The first business of the teacher is the full and complete analysis of he given subject, so as to separate it into its elements. But it is not enough to have thus decomposed a subject, and arrived at its elementary ideas,, they are