In organizing a school of 500 boys I would first consider the shape of building which would be best adapted to the carrying it on. After a due consideration I am inclined to think that one of the best shaped rooms is the one I have roughly sketched out. (See Plan annexed.) Its advantages over an oblong-shaped room are many and of no mean character, which will be seen by an inspection of the plan. I would then consider the number and character of the teachers that would be necessary for properly carrying on the work. I would therefore propose that there be employed three under-masters and 20 apprentices, the whole of whom to be superintended by the head master. For the first two years, however, or before the arrangements had been sufficiently matured, it would be advisable to employ several additional assistantmasters instead of apprentices; but, when fairly afloat, I would prefer conducting the school by the aid of three under-masters and 20 pupil-teachers. The latter being, in my opinion, better adapted for the carrying on of school routine and discipline than under masters, from the fact of their being more easily controlled, and because their interest seems to be more identified with that of the masters. With regard to the apprentices, arrangements should be made so that not more than one-fifth of the number should go out in one year to prevent the school from being swamped with inexperienced teachers. I also consider that the pupil-teachers selected should be (if possible) those whose parents fear God; and, as a natural consequence, have been early instructed in the things of God. Having now fixed on the plan and shape of building, and the number and quality of teachers to be employed, I will consider the classification of children. First, they should be separated into three great divisions, which should again be subdivided into classes of not more than 25 in each. In section A should be placed the 8 senior classes, under the first assistant-master and 8 senior teachers; in section B the next 6 classes under second assistant-master and 6 next pupil-teachers; and the remainder under third assistant-master in section C; taking great care that the children be classed according to their After the children attainments, making reading and arithmetic the criterion. have been classified, the next step should be to draw out routines (or timetables) adapted to the various classes, taking care that each subject receives its due portion of time and attention. The Scripture lessons should as much as possible be given by the master and assistant-masters, who may, however, be assisted by the senior pupilteachers. This most important branch of instruction should be given in the form of gallery lessons, (see Gallery marked D,) immediately after prayers. Besides using the gallery for Bible lessons, it might, with great advantage, be employed in object, natural history, and geography lessons. These should be given by the masters, with a view, not only to the improvement of the children, but more especially for the guidance of the apprentices. They should, however, be carefully prepared, as the pupil-teachers will, of course, imitate the masters in their manner of teaching. I would recommend that reading be taught simultaneously, which can easily be done, as each division has a large class-room attached to it. Lastly, I would consider the apparatus required:-Each class should be provided with a large black-board or framed slate. The class reading-books should all be secular, the Scriptures being used only for the imparting of religious knowledge. The books published by the Irish National Society are, I believe, the best. It is important that the school should be well supplied with maps, and I would here suggest the plan of making map drawing one of the school employments. Give the children one of the school maps to copy on their slates; if they have previously had a lesson from that map, drawing it will tend to fix on their memories the facts which they have learnt from the teacher. At the same time this employment may be made a reward for good conduct, children being naturally fond of drawing. Vocal music may also be taught; if so, music sheets, &c., &c., will be requisite. One more plan I would suggest, which I consider highly conducive to the improvement of the upper classes, that is, to give them lessons or exercises to be done at home; for instance, give each boy a text of Scripture, a portion of grammar, a question of geography, or a dozen Latin roots daily. They should be shown neatly and correctly written at the morning inspection. As a test that they are written from memory, have every slate cleaned and the whole re-written. After which each boy should exchange his slate with his next neighbour: then let the teacher read the best exercise, and cach boy correct that which he holds in his hand; and let them then be returned to their owners. In conclusion, I would advise that the children be sent into the play-ground (or uncovered school) for a quarter of an hour every morning and afternoon, and that the teachers should accompany and remain with them during the interval of relaxation. When the children are engaged in study, the restraint naturally imposed upon them by the discipline of the school, and the presence of the masters, renders it difficult for the teachers to discern the individual character of each child; but when they are off their guard, the teacher, if he is in earnest, will seize the opportunity of watching the various developments of disposition which a scene of amusement must present. I take it for granted a clergyman, or the clergyman of the parish, would take a prominent part in Scriptural instruction, as no school can go on properly without such clerical superintendence, all of which would be supplemental to what I have said on religious instruction. I remain, Rev. Sir, Your very obedient Servant, JAMES COURtney. The Rev. H. W. Bellairs, M.A. (Copy.) MY DEAR SIR, APPENDIX B. Cotham Road, Bristol, 10 November 1849. As to the class of children, &c., in my schools, I hardly know what to say, for at present we are in a transition state, evidently altering from the improvement in and efficiency of the school. We retain, hitherto, most of the original class of very poor; but superadded to this is a class much higher, and this is steadily increasing. That, ere long, industrial or ragged-schools must be established, or we shall leave untouched an immense proportion of the lowest and next to the lowest poor. As to my difficulties, if I related them in all their realities, you would question my veracity, but they are many indeed. The extreme poverty of the neighbourhood; its former wild and uncultivated character, now vastly improved and improving; not a single person to help me, so that the actual management as well as the superintendence rests entirely with myself, as well as raising funds and being treasurer, secretary, and everything else to the whole institution. As to the class of persons resident who subscribe, the following list will show: Total received from residents in the district £16 4 0 That of itself tells a tale that needs small comment, when I add that the numbers this week were I have 8 apprentices in the boys', 4 in the girls', and, with two additional allowed, but waiting for their indentures; 4 in the infants'; 16 altogether. I think I have replied to your questions, and that cito. Yours very truly, P.S. The poverty of the place causes necessarily a great irregularity in attendance, no small difficulty in the way of efficiency. A. R. General Report, by Her Majesty's Inspector of Schools, the Rev. F. WATKINS, B. D., on the Schools inspected by him in the North-Eastern District of England, comprising the Counties of Durham, Northumberland, and York;-for the Years 1848 and 1849. MY LORDS, November, 1849. THE instructions conveyed to me in your Secretary's letter, dated 29th September, were to the effect that I should prepare a General Report on the schools in my district, from the date of my last Report (January, 1848), to the 1st of November of this year. The period, therefore, over which the present Report extends, is nearly that of two years, a longer time than has hitherto been allotted to Her Majesty's Inspectors as the limit of their reports, and longer, I am led to believe, than is expedient, either for the freshness and vigour of the reports themselves, or for their utility as guides and warnings to the managers and teachers of schools. I will first state how my time has been employed. 1. In examining Pupil Teachers and candidates from 173 places; 108 days. 23 days. 153 days. 82 days. Total (Leap Year) 356 days. In ten months of the year 1849. 42 days. 1. In examination of Pupil Teachers and candidates from 126 places 4.-Sundays, 43, private business, 3 days In the performance of these portions of my work, I examined 13,189 children, besides Pupil teachers. In verformance of these two branches of duty, I examined 19,959 children, besides Pupil teachers. VOL. I. K |