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Sweet bird, thy bower is ever green,

Thy sky is ever clear;
Thou hast no sorrow in thy song,

No winter in thy year!
Oh! could I fly, I'd fly with thee,

We'd make with joyful wing,
Our annual visit o'er the globe,

Companions of the spring.


8rr, --Your correspondent J.B.R. asks the opinion of his brethren on the effect of “Long Holidays" and the possibility of dispensing with them. We are far from thinking J.B.R's hypothesis correct when he speaks of the “dissipating effect” of what he calls “long holidays," but suppose it to be an imperative necessity that both the corporeal frame and the mental powers of a teacher have some relaxation. For instance, the master of a crowded school in some densely populated neighbourhood, devotes seven hours daily to his school and during that time labours with an entire concentration of his energies and power of body and mind on his work. His position, his own intellectual desires, and perhaps his government connection, render it necessary that four or six hours daily out of school be spent in hard study. In addition to this, if he fulfil his duties well, he will be round visiting absentees, seeking the co-operation of parents in the correction of evil tendencies and in the developement of that which is “just and right.” Besides this there is the preparation of lessons, various scholastic duties have to be performed and, if the school be subject to Government inspection, the daily training of pupil teachers devolves upon him. Does not such labour as this need relaxation, for Saturday is frequently the most busy day of the week? Humanity alone dictates the reply; and yet how is a teacher to have recreation, but by a "long holiday."

But we think that few teachers will be found wasting their recreation, either in mental stagnation or dissipation; for, it may be asked, are books and schools the only source of wisdom and knowledge, and the only means of culture? Is it from them only that noble thought and feelings can emanate? Has the tomb of the Poet or Philosopher; has the beauty of English or Continental Scenery no power to elevate the mind and create a taste for that which is beautiful? If it were so, then might your correspondent's complaint of those who occupied their vacations in “visits to remarkable battle-fields," or in "pleasure trips up the Rhine,” be just; bnt surely to the refined mind, there is a claim and an advantage in such visits, which books and schools cannot impart. True, it is, that few teachers can afford such luxuries; but in those who can, nothing is more praiseworthy, than to make a sacrifice for a recreation so rational and intelligent. Moreover, we believe, that if your correspondent could take a Custom-house officer's

view of his brother's carpet bag, he would see therein, some choice book or books, designed as the companion of his recreation; proving that an active and studious mind, is never uselessly employed.

And it may be asked, have teachers alone, no social feelings to cultivate, and no friends, in whose society they delight? Is there no teacher whose widowed mother looks forward with anticipation to the vacation ? And have not all of us yearned for the holidays, that we may both enjoy the company of those we love, and recruit our health? Is it right that those who are to direct and influence the feelings of others, should be prevented the exercise of their own? For as the teachers of youth, we should remember that the chief object of all Education, is “ to make good men;" whose goodness will be principally felt in social life.

These remarks as far as they apply to the necessity of relaxation and repose, are equally adapted to teachers and children. We know that holidays give children more time for street playing ; this, although a great evil, is capable of being over-rated, for it is found that parents are ever ready to employ their children during the recess, “ to keep them out of mischief;" and in some distriets, holidays are really necessary during certain periods of

Your correspondent thinks that the consideration of loss of health, which would be consequent upon the “relinquishmənt of long holidays,” does not apply to the children, because of their short stay at school, their irregular attendance and frequent relaxation before and after school hours. But this argument at once implies that such a relinquish. ment would certainly affect the health of the teacher, since his attendance is permanent and regular, and would, if your correspondent's suggestions were adopted, be entirely destitute of repose and relaxation. We can only understand J.B.R., by supposing his idea of a teacher's duty to be, to deprive himself of all rational and necessary change, and thus bring a useful life to a speedy close. Surely, it is far better to preserve the health, and reinvigorate both body and mind, by “long holidays," and thus prolong usefulness, and secure vigour in the daily working of our schools.

How truly does all this apply to those, who are, or will be, public teachers; the prospect of such would be, that coming into the sphere of actual life, at the age of six or seven years, they shall thus accomplish a greater amount of work, and do it better.


the year.


MR-I beg to submit the following as a reply to a correspondent, who enquires in your last number for a method "to find the Time, in Compound Interest, when the Principal, Rate per Cent, and Amount are given."

The Arithmetical Proposition for Compound Interest is, that, £1: its amount, for any number of years :: any principal : its amount, for the same time. This, when converted into an Algebraical Formula, becomes


or more simply: A = P.R", where A Total amount; P= Principal; R= Amount of £1. for 1 year; and n Number of years. In your correspondent's example we have the following data : A = £5 = 100 shillings; P= 5 shillings; and R, (which is the amount of $1 for 1 year at 5 p.c) 1:05 ; required n.

Now A

Then R"
i.e. (1:05)

189 = 20. Now since this is the amount which 1.05 would produce if involved to the power denoted by the number of years, it follows that if we multiply 1.05 into itself, until we produce 20, we shall obtain the number of years which in this case, is 61} nearly. Or (which is muoh easier) if we look in the Compound Interest Tables, for the number of years opposite to 20, in the line of 5 per cents, we shall find it to be nearly 614.

Your correspondent will see that this process does not enable us to determine the value
of n directly, but only by the method of supposition or trial. He must remember, however,
that neither in Arithmetic or Algebra, do we profess any direct method of determining the
value of an index.
This, however, is easily remedied by the use of Logarithms; thus

If R" =
then, n x log R = - log P;

n = (log A log P) = log R;
In this case n

(log 100~ log 5) = log 1.05;
= (2.0000_ 0.698670) = 0.021189 ;

= 1:301030 0.021189;

n = 61.4 = 61nearly. whigh is, therefore, the Time it will take 5s. to become £5., at 5 per cent per annum.

8. S. LBES.

log A

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Educational Intelligeure. THE SOUTH STAFFORDSHIRE AND NORTH WORCESTERSHIRE CHURCH OF ENGLAND SCHQOLMASTERS' AssOCIATION.—The first annual meeting of this Association was held at Dudley, Oct. 23rd. Its chief objects are as follow :To provide a regular course of instruction by means of paid lecturers and teachers, or otherwise, as the improved course of education recommended and required by the Committee on Council on Education may suggest; and to establish a library by means of contributions of useful works, grants or donations of money for that purpose : towards the accomplishment of these ends the Masters of the National Schools in the above district have united, and have hitherto, at considerable personal cost, availed themselves of the weekly lessons of a clergyman connected with a grammar school, in algebra, mathematics, &c., and have spent several hours of each Saturday afternoon in self-improvement in these and other subjects of instruction and discipline required by the advanced standard of education. In order more fully and efficiently to carry out these highly desirable and equally necessary efforts of the masters, the clergy and other friends have kindly lent their aid, at the solicitation of the masters, in the formation of a more extended, and we sincerely hope, more permanent system of instruction, which is conducted under a Committee of management of clergy and masters.

The Society was addressed by Lord Lyttelton, the Chairman, Archdeacon Hone, Rev. H. J. Norris, H. M., Inspector of Schools, and other Clergymen and Schoolmasters. The Report stated that during the year several classes had been formed for instruction in the following subjects, many of which were in active operation, viz:-The Holy Scriptures; Liturgy;_Church History; Mathematics; Reading (Milton); Grammar; History of the English Language; Physical Geography; British India; School Government;

Vocal Music; Arith. metic; Drawing Perspective; Physical Science, and Historical Geography. Some of the classes had been set aside, as experience suggested, to make room for others of more importance. It was intended to add to the classes a series of lectures for which several Clergymen had offered their services. The nucleus of a library had been formed. The lectures and library were to be open to Schoolmistresses on payment of a small sum. The financial state of the Association was prosperous.

An earnest and hopeful purpose seems to have pervaded the meeting of this Association. A sense of the mutual good will and co-operation which should link together the Clergyman and Schoolmaster in the work of elementary Education was recognised and felt. We trust that this Association must come to spread mutual encouragement amongst its members, and to extend efficient Education through the populous district which it includes.

INCREASE OF PARLIAMENTARY GRANT TO WORKHOUSE SCHOOLS.—The Poorlaw Board have just addressed a communication to the various parochial authorities, in which they state they have deemed it necessary, after communicating with the Committee of Council on Education, to make some modification in the plan by which the distribution of the grant voted by Parliament towards the repayment of the salaries of teachers in workhouse schools, is at present regulated The existing plan will, however, continue to govern the distribution of the grant till the close of the year ending March 25, 1853. In the case of a teacher holding a certificate of efficiency from the Committee of Council it is intended that the allowance from the grant in respect of each child in the school shall be 10s. instead of 5s. as at present; the minimum to masters being £30.; and the maximum 60.; to mistresses the minimum £24., the maximnm £48. In the case of a teacher holding a certificate of competency, it is intended that the allowance, in respect of each child in the school, shall be 5s., instead of 4s., as at present. The minimum to masters being £25., the maximum £45, To mistresses the minimum £20., the maximum £36. To teachers with certificates of probation, the minimum to masters £20., the maximum 30; to mistres. ses the minimum £16., the maximum £24. With certificates of permission, to masters £15., to mistresses £12. In cases where the boys and girls are instructed together in one school, under the joint superintendence of a master and mistress, the boys' register of attendance will, as in the case of separate schools, guide the inspectors of schools in determining the average number of scholars for which the master should be paid; and the girls' register of attendance, the average number of scholars for which the mistress should be paid, irrespectively of any intermixture of the two sexes in the same school.

CHELTENHAM TRAINING COLLEGE-ANNUAL EXAMINATION.-On Monday' December 13th., the Annual Examination connected with this College, com. menced in the Music Hall of the Royal Old Wells, before the Rev. W. H. Bellairs, and the Rev. S. W. D. Hernaman, H. M. Inspectors.

About 250 candidates, including the several classes of teachers, students and candidates for Queen's Scholarships sat for examination. The proceedings of each day were commenced with Divine worship.

On Friday evening, the examiners, examinees, and a number of ladies and gentlemen connected with the advancement of popular Education, assembled in the Music Hall and partook of tea together. After the tea, the meeting was addressed by the Chairman, the Rev. F. Close; the Rev. W. H. Bellairs, H.M. Inspector; and the Rev. C. H. Bromby, the Principal of the College.

At this stage of the proceedings a very interesting scene took place. table was brought in and placed on the platform, and on it was exhibited a very handsome Time-Piece, a gift from the students to T. Bodley, Esq., the VicePrincipal, as a testimonial of their esteem and regret on his leaving the college. The value of this testimonial was enhanced by the fact, that, up to the last moment, the subscription had been kept a profound secret from Mr Bodley, who had not the most distant idea of any testimonial being about to be presented to him, until a few minutes previously to its being brought into the room. The Time-piece, which elicited very general admiration, is from the manufactory of Messrs. Martin, Baskett, and Co., of Cheltenham.

Mr. Haworth (a Student and Chairman of the Testimonial Committee) then rose, and said that it was with feelings of deep and unfeigned regret, in both departments of the college, that they had learned the fact of Mr. Bodley being. about to leave them, and they felt it a duty and a privilege to mark their sense of approval and respect towards him, by subscribing towards the testimonial, which now stood upon the table. (Cheers.) He had also been requested to read the address, which would accompany the testimonial:

THE ADDRESS WAS THEN READ. It now (continued the speaker) only remains for me, in the name of the students of both departments of the Institution—to present to you, sir, this Time Piece, as a mark of our affection, and an acknowledgement of our gratitude. (Loud cheers.)

The Time Piece, which, we understand, was of the value of 30 guineas, was an article of the most elegant and elaborate workmanship, and bore the following inscription:









Dec. 17th, 1852.

Mr. Bodley, in rising to acknowledge the testimonial, was received in the most cordial manner. He said, he felt so completely taken by surprise by what had occurred-of which he had not received the slightest previous intimationthat he felt utterly unable to find expression for those feelings which were struggling within him. (Cheers.) It was impossible for any one who had been connected for several years with such an institution, not to feel the deepest regret at leaving it; and he could assure them that it was not without great reluctance he had come to the decision that it was right for him to resign the office with which he had been entrusted. He need only say, that that decision

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