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G. M. Murphy for Lambeth, Mr. J. A. Picton for Hackney, Mr. J. B. Firth for Chelsea, and the Rev. J. Sinclair for Southwark. Of the Anglican clergy the new board contains the Rev. Joseph Bardslev, the Rev. J. J. Coxshead, the Rev. R. Maguire, the Rev. Canon Money, the Rev. Darby Reade, the Rev. John Rodgers, and the Rev. F. Tugwell. Of the 25 new members of the board, the City etu ned two, Chelsea one, Finsbury two, Greenwich three, Hackney two, Lambeth two, Marylebone five, Southwark two, Tower Hamlets two, and Westminster four. The supporters of the policy of the school board gained a seat in the City, one in Chelsea, one in Lambeth, one in Marylebone, and one in Westminster. The majority of 26 in the last board is therefore now increased to 31, and the minority counts 19. The total number of votes given at the election last week to the thirtyone successful candidates who supported the past policy of the board was, in round numbers, 456,000. The total number of votes given to the denominationalist and "independent" candidates was 303,000, showing a majority of 153,000 in favour of the school board policy. The 19 denominationalists who were returned to the board obtained 197,000 votes. The average number of votes given to each of the 31 school board candidates was 14,000; to the 19 denominational candidates elected, 10,000; and to the 28 unsuccessful candidates, 3,000.

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Answers to the following Questions are requested for insertion in the next number. The Editor will also be glad to receive suitable Questions. Only one side of the paper should be written upon, and the writer's name should be appended to every answer. They should reach the Editor by the 15th inst. The answers should be written on separate slips of paper, sewn together at the ends.

I.

2.

3.

QUESTIONS FOR JANUARY, 1877.

Add to, subtract the sum from, multiply this difference by 3, divide the product by and, supposing the original units to have been one guinea, find the value of the resulting fraction in pounds, shillings, and pence. (From "R. Potts's Arithmetic.")

An express train leaves London for Exeter (distance 174 miles) at 9-15 a.m., at the rate of 40 miles an hour; an ordinary train leaves Exeter for London at 11-20 a.m., at the rate of 24 miles an hour. At what time, and at what distance from London (neglecting stoppages), will they

meet?

A quantity of port wine has red wine added to it, so that the red wine is of the whole. If the mixed wine be worth 3s. per quart and the red wine is. 8d., what is the value of the pure port wine per quart? (From "Evers's Arithmetic.")

OCTOBER, QUESTION 2.-Mr. Potts evidently takes the earth's distance from the sun at 95,000,000 miles, though in the above problem he states it to be 93,000,000 miles; hence the discrepancy in our answers.-AP BRYTHON.

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ANSWERS TO QUESTIONS IN THE DECEMBER NUMBER. What is the pressure on a square foot at the bottom of a pond 20 feet deep if the weight of a cubic foot of water be 1,000 ounces? If the pressure of the atmosphere be taken into account, what is the total pressure?

The pressure on a square foot at the bottom of a pond 20 feet deep will be 20,000 ounces, for the weight of 20 cubic feet rests on one square foot.

The pressure of the atmosphere, of course, varies; but, with the thermometer at 60° F. and the barometer at 30 inches, the pressure on a square foot is 33,920 ounces. The total pressure at the bottom of the pond, under the above assumed conditions, would be :--

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Total

20,000 ounces
33,920 ""

53,920

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T. R. L. T. (Answered also by T. P. Sargent, who gets a slightly different answer by taking the pressure of the atmosphere on a square foot of air as 2,160 lb. ; also by Ap Brython, who gets the same answer as T. P. Sargent.)

2.

Two equal wine glasses are filled with a mixture of spirit and water, one containing three parts of water and one part of spirit, and the other four parts of water and three parts of spirit. When the contents of the two glasses are mixed in a tumbler, find how many parts of the whole mixture are spirit and water. (From "R. Potts's Arithmetic.")

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In the first wine glass or of the contents is water and or is spirits. In the second wine glass or of the contents is water and or is spirits. Since the contents of each wine glass 28 parts And both .. in the tumbler 21 + 16 or 37 parts are water ( of the whole) And 712 or 19 parts are spirits (= of the whole contents of the tumbler). (Answered also by T. R. L. T. and T, P. Sargent.)

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AP BRYTHON.

3 The expense attending the production of a work, the retail price of which is 75. 6d., is 2s. 4 d. a copy. The publisher allows the bookseller 25 per cent on the retail price, and gives 13 copies to the dozen: 3,900 copies are printed and sold, and the author is to have half the profits. How much will he receive? (From "Johnston's Civil Service Arithmetic.")

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AP BRYTHON.

(Answered also by T. P. Sargent.)

The National Schoolmaster.

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SUMMARY.

CONFERENCE of teachers was commenced on January 12th at the Merchant Taylors' School, Charterhouse Square. Dr. Lyon Playfair presided, and there was but a meagre attendThe Chairman in his address stated that "the crafts of teachers and of medicine had gone through similar experiences, though they had not reached the same end":

ance.

:

In Great Britain teachers and doctors were developed in a like way from the professed religious classes. Perhaps they were offshoots of similar activities from the spiritual passivities of the monasteries. This connection of teaching with holy orders, though very ancient, still survived in many modern schools. In the Middle Ages, when chivalry led to deeds of daring, the doctor's art came more into prominence, while the teacher's art was neglected. In course of time there arose excellent monastic schools, such as the school in York, the curriculum of which had been handed down from Alcuin. These schools, however, were few in number, and between 1500 and 1530 they ceased to be in fashion with the upper classes, while grammar schools began slowly to grow. After the Reformation even they fell into bad odour, notwithstanding the fact that some of our most important foundations then came into existence. general education of the masses was a plan unknown to our forefathers. "The teachers of secondary schools could not long consent to remain an uncertificated class" :

The

The teachers of secondary schools could not long consent to remain an uncertificated class. Parliament had assumed certain rights in reference to education, and though they might object to the theory of a paternal government, yet many governments were forced into paternal acts. The education of the people in primary schools, in the higher schools, and in the universities, was already matter of Government care. The profession of the teacher was recognised in almost all countries except England. Both classes of teachers ought to be enrolled in a single profession. The methodical training of the teacher was an obvious necessity, whether teaching be regarded as a mere art or as an art founded upon science. As an art it was doubtless founded upon a thorough and broad instruction in the subjects to be taught, and likewise on the ascertained experiences of mankind as to the best methods of imparting knowledge to youth. A teacher's fund of knowledge required to be large, because it was a capital in reserve, upon which he had constantly to draw for illustration and instruction. Much evidence on this subject was to be found in the reports of the School Inquiry Commission. The Commissioners recommended that teachers should obtain certificates of efficiency; but they hesitated to recommend the establishment of normal schools for secondary teachers. In this country colleges, like University College, King's College,

No. 75.-February, 1877.

and Owens College, might have their teaching combined with normal school teaching. He attached very high importance to the training of secondary masters. Hitherto the status of the secondary teacher had been upheld by its connection with the clerical position, and if that were lost it was desirable to secure something besides. The Universities might revert to their practice of giving special degrees for teaching, for an original Master of Arts was turned back as a tutor for two years after graduating. As to the practical part of the subject, how far would the State aid in organising teachers into a recognised profession? A former Government had introduced a measure into Parliament on this subject. The bill was connected with the name of Mr. Forster, and its main purpose was to secure a supply of well-qualified teachers for elementary schools. It afforded schoolmasters an opportunity of registering their qualifications, and provided for the registering of certificates for teachers generally. The provisions were only to be prospective with regard to teachers. The bill was well conceived and went as far as could be expected. In 1869, when it was brought forward, the bill received much support, but had to be dropped, and it had not again been brought forward. The question of certificating teachers according to their qualifications was now ripe for legislation; but the bill of 1869 would hardly be wide enough for 1877. The council was limited to twelve persons, six of them being nominated by the English Universities and six by the Crown. He should not like to see the teaching professions forced through any single examining board. The teachers would do well to resuscitate a bill similar to Mr. Forster's (No. 2) Bill. Speedy legislation was inevitable. Many of the declining grammar schools had been revived, but Parliament had not provided the means that they should not fall back. If the teachers desired it they might soon make the Government recognise their claims.

Little could be done, however, till there was a Minister of Education provided. If private teachers continued to remain without a certificate they would sink lower and lower in public estimation.

Papers were afterwards read by Dr. Langley on "Practical Limits to Theoretical Principles of Teaching;" by the Rev. H. R. Quick on the "Training of Teachers;" by Mr. T. Turner on "The Apprenticeship of Teachers;" and by Dr. Waymouth on "The Registration of Teachers."

The conference resumed its sittings on Saturday, January 13th, when papers were read by Mr. Conder on the "Necessity of Inspection and Examination;" by the Chairman on the "State of Education in the beginning of the Century;" and by Mr. Davis on "Gymnasia."

At the beginning of January Mr. Bright gave an address to the working men of Rochdale on the benefits that legislation had accomplished for them within the last fifty years. The following paragraph refers to education :

I will conclude what I have to say with only one point, and that is upon the subject of education. I believe workmen of this country need to have pointed out to them how much comfort and happiness depend upon the education of their children, and that they should do all they can to secure its blessings for them. In the State of Massachusetts-one of the oldest and most educated and intellectual in Americathere has been, for the 250 years it has been founded, a very extended system of public schools. Eight generations of its population have had the advantage of being educated in these schools. The men driven from this country by the tyranny of the monarchy and of the archbishops founded that school system of which the poet I have already quoted speaks in these terms. He describes them as "the Fathers of New England, who unbound in wide Columbia Europe's double chain," meaning the chain of a

despotic monarchy and of a despotic and a persecuting church. Now, supposing we had had in this country all that time good schools for the education of our children, to what a position should we have raised by this time the whole population of this nation? Now I want to ask the working men to attempt to do their utmost to support the school system-be it a school belonging to a sect or be it a school board school. If it be a convenient or possible school for your children send them to it, so that Parliament, in voting two and a half millions for education, to which you subscribe as taxpayers, shall have the enthusiastic support of the people in forwarding education to the greatest degree in its power. Depend upon it, if you support the school the school will compensate you. Shakspere says, speaking of children who are troublesome, "'Tis sharper than a serpent's tooth to have a thankless child." Let me ask the working men here and I might ask it of every class to a certain extent-how much of the unhappiness of families and of the grief and gloom which overshadow the later years of parents comes from what I may call the rebellion of children against parental authority and moral law. If you will send your children to school, encourage them in their learning, make them feel that it is a great thing for them to possess. In all probability-in fact, I cannot for a moment doubt of it-the generation to come will be much superior to the generation that is passing, and those who come after us will see that prosperity which we now only look for and see the beginning of in the efforts that are now being made. And more than this, besides making your family so much more happy and insuring the success of your children in life, you will bring about this result: you will build up a fabric of the greatness and glory of your country upon the sure foundation of an intelligent and a Christian people.

On Wednesday, January 10, Earl Granville delivered an address on Art to the students of the Dover School of Art. He expressed his dissent from some views recently expressed by the Rev. Mark Pattison, the rector of Lincoln College, that in the last thirty years taste in England had retrograded rather than advanced :

It was Mr. Pattison's opinion that in the last thirty years taste (in England had retrograded instead of advanced. He remembered a certain friend of his putting that in a short way by saying that he admitted there was a great deal of taste, but it was all bad. Now, he (Earl Granville) entirely dissented from this view. He admitted that there was a great deal of bad taste in this country, and that we did a great many things disfiguring God's work in the country, destroying the views of man's work in our towns, impairing the view of our rivers, and supplying in different ways that which was working well before. But he admitted also that we produced, that we sold, and that we bought a great many very ugly articles; but that was not the question. The question was the proportion, and what he utterly denied was that there was, in proportion to our increasing numbers, and he might almost say our increasing wealth, an increase in bad taste. He believed exactly the contrary existed. He believed that they might as well deny that there was more capital in the country, or that on the whole the circumstances of the working classes were better than they were some thirty years ago, because there were some lamentable and sad instances of poverty and of destitution.

Alluding to the cultivation of flowers and style of dress, his lordship remarked

He thought that with regard to the want of taste on the part of Englishwomen flowers were a very unfortunate illustration. He had rather a large circle of acquaintances among different classes, and he could at that moment quote innumerable instances of ladies, both in town and country, who, not satisfied as they used to be when he was a boy with walking about their garden and looking at their flowers growing, not only adorned their own rooms with flowers, but invaded the sacred precincts of their husbands' studies and libraries, and adorned the tables of those rooms with a simple arrangement of flowers, very often only common flowers, but so as to exhibit artistic effect and real beauty, far, in his opinion, superseding a great array of costly articles of gold and silver plate. He must say that this was not con

fined to any one class. At the very last cottage flower show that he saw he was particularly struck with the good taste that was exhibited in the manner in which some nosegays, sometimes of garden, sometimes of wild flowers, were arranged by the wives and daughters of the labouring class itself, He would appeal to the ladies presentonly he was afraid that only a few of them were old enough to remember anything so far back-whether the dress of ladies, above all the dress of those who were not absolutely destitute, had not wonderfully improved in the last thirty years. There was a minority-he was glad to say he did not see a single specimen present-who, partly taking the fashion from abroad, partly imitating what their grandmothers did before them, kept up a disguise and bore shades which the Creator had not given them upon their hair, their eyebrows, their eyelashes, their cheeks and their lips. IIe himself thought they made themselves older and uglier by the process; but it was a subject, perhaps, in which he might be entirely wrong. At all events these ladies were completely in the minority. But take him on to the Esplanade at Dover, and he would look there for another sample of taste in dress which was most becoming, not at all brilliant, perhaps, but still becoming.

The proprietor of the Times has just issued a weekly paper, called the Times Weekly Edition, which costs 2d., and is published every Friday. To country teachers who do not take in a daily paper this is the very best weekly paper they can procure. It contains all that is really valuable in the six previous daily issues. No. 3 of this publication (which is before us) contains 20 pages, 16 of which consist wholly of reading matter and 4 of advertisements. For 2s. 9d. a quarter Messrs. W. H. Smith & Son will send this paper to any address, and we strongly recommend our country readers to order it at once. Its publication will be a great blow to the existing London weekly papers.

A country correspondent sends us the following advertisements, which appear side by side in a country paper. As no personal censure is intended by our correspondent, we suppress the names. He wishes to contrast "the liberality for the care of horses, cows, sheep, and pigs, and that for the minds, souls, and bodies of the children." But there are two sides to the question, and we dare say £40 is as much as can be obtained in a small village for the stipend of an uncertificated teacher. And, perhaps, considering his attainments, it is about as much as he is worth. After four p.m. he is at liberty, and so can get an extra £20 as a gardener, if he can rent a piece of ground to garden in. He can act as parish clerk, collect rates, and be general factotum to the village. If it were a position offered to a certificated teacher the case I would be far different :

Wanted, immediately, a Farmer's Man, well accustomed to General Farm Work and Horses. A cottage found; also wages equal to £1 a week. A comfortable situation for a steady, obliging, reliable man, with small family.

Wanted, a Schoolmaster, for a small country village; salary arising from subscriptions, endowments, and other sources, amounting to about £40 a year. A knowledge of music required, with testimonials of character.

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