not fall into the common error of regarding teachers as mere beasts of burden which have no understanding. He sympathises with teachers just as an inspector should do. He says: "They complain, and I think with some reason, that as their salaries are but sufficient to maintain them, and do not increase with long and meritorious service, the prospect of sickness and old age is hopeless." He thinks they might employ their savings to form a benefit society, and that is what the National Union has just done. "Nothing," he goes on to say, "is more sad to see an aged or infirm teacher obliged by necessity to continue working in an occupation which requires the active exercise of all the faculties, mental and physical." And then he pronounces on the teaching body the following warm eulogium: "With whatever feelings the teachers regard their position, I am bound to say that, as a body, they discharge all their duties as thoroughly and skilfully as they can. All have not the same gifts, and all are not equally successful; but cases of wilful neglect, or careless and perfunctory performance of duty, are, I believe, very rare."

Mr. King next proceeds to remark that "the gratuitous instruction of the pupil-teachers has long been a grievance. It is a pity that in this district no attempt has been made to remove it by making a special payment for this very important part of the teacher's work." He fears Art. 19 E will be inoperative in his district for this purpose, as the managers are not likely to give the teachers the grant, if they get it.

Concerning pupil-teachers he says there is no difficulty in getting well-prepared candidates now. He says the papers set them at examination are not suitable. "The questions are too indefinite, and frequently not at all adapted to the capacities of the persons to whom they are proposed." The criticism on these questions our readers would not like to miss; it is really too good to be lost :

In grammar, for instance, such a question as "Comment on the pronoun that," is singularly useless for boys and girls from 14 to 16 years of age; yet questions of the kind are by no means uncommon. The passage chosen for parsing and analysis might be better graduated, so that the simpler passages should be always given to the junior candidates. These passages and those given for dictation should also, I think, be invariably chosen from classical writers, and should not contain thoughts or expressions which candidates cannot be expected to understand. In geography, too, it seems almost like a joke to ask boys and girls of 14 to draw a map of the west coast of Scotland, and write a guide-book from Glasgow to Staffa, and thence through the Caledonian Canal. The questions in history are just as unsatisfactory. What kind of answer can be expected to such a question as Tell me what you know (the phrase is detestable) about Queen Elizabeth." It is a direct provocation to the unfortunate candidates to pour out in utter confusion all the facts and dates which their recollection of Ince's "Outlines," or whatever manual of that sort they have, supplies.

We have evidences of vigorous common sense and sound judgment in all parts of this report. Mr. King has no sympathy with persons who take some standard-as the 4th, 5th, or 6th-as containing the

lowest standard of attainment that is satisfactory, and then say "out of a thousand children only so many reach this standard." This is the way he argues with such individuals :

Under the present disadvantageous circumstances, the proficiency of the scholars is, I think, very creditable. The results of examination are slightly above the average of those obtained throughout the kingdom, though considering the unmistakable mental ability of the great mass of our children, however rough and untutored, great improvement will, I think, eventually be made. Of course very few ever reach Standard VI., and fewer still manage to pass successfully; and whilst the requirements remain so high I do not believe that many scholars can be expected to satisfy them; but it seems to me quite fallacious to regard Standard VI. as a possible goal of the scholar's course. The normal age of a scholar in Standard VI. is 12 years. Now how many boys-I will say nothing of girls-in any rank of life, with whatever advantages in the way of instruction, would work correctly sums in vulgar and decimal fractions and simple and compound proportion under pressure of an examination? I wish persons who decry our schools because so few scholars attain to this standard would apply the text to their own children, not to say themselves. They would find the proceeding a wholesome discipline. However, the adaptation of Standard VI. to the possible progress of the scholars is comparatively unimportant, because, as I have said, very few of them remain long enough at school to reach the standard. The majority end their school life in Standards IV. and V.; and if they pass successfully under either standard they have gained sufficient acquaintance with the elements of knowledge-I will not say to fit them for their calling in life, because most of them who labour with their hands do not find their knowledge of much practical use-but enough to enable them to read a book and otherwise employ their leisure in a rational way. They can read with tolerable fluency, write legibly, spell all the words they use very correctly, and have mastered the first four rules of arithmetic, simple and compound, to say nothing of the accomplishments which are in future to form part of their education. When it is remembered that in addition to this knowledge they have learned to obey, to speak the truth, at least as a rule, to have some regard for the feelings of others, and some notions of decency and propriety, the results obtained under all the present disadvantages can hardly be called unsatisfactory.

The whole of Mr. King's remarks are of great value, and we trust his report has received special attention from the heads of the Department. His remarks on the work of the standards are good. He says: "The work of Standard VI. might well be spread over two years, for none but very clever children can master the whole of it in one year, and it is children of ordinary ability who have to be considered." Speaking on evening schools, he remarks: "It is very strange to find to what depths of ignorance two or three years absence from school will reduce a lad who perhaps, when younger, had been a very fair scholar." In taking leave of this report, we cannot help expressing our high admiration of its sterling worth. It will furnish a model to weak inspectors, and new inspectors as to what to write and how to write.

SCHOOL BOARDS FOR THE MONTH.

Court process.

HE London School Board have decided to attempt, with caution, to recover fees from negligent parents by the County The encroachments on voluntary schools by the school boards meet with prompt and effectual resistance. At Heckmondwike the managers of the parish church school complain : "Hitherto we have supplied returns of average attendance, number on

books, &c., also the actual attendance of any names furnished to us for legal proof; but the board further require us to give the actual attendance monthly of every child on the school register. This we have refused." The Education Department has written to know what the school board mean by acting in this manner.

It is remarkable to see how great organisations like the National Society make progress, in spite of the folly of their chief advisers. Nothing could be more foolish than the following sentences from the School Guardian: "We must charge high fees, and make our schools so far exclusive," and "by seeking to fill our schools with the better class of children, we are only obeying the Scripture precept and providing first of all for those who are of the household of faith." And yet the organ that speaks in this way is "the weekly paper published by the National Society for the Promotion of the Education of the Poor." It is remarkable to note that in the mind of the writer the poorest children are sure not to belong to the "household of faith." All this forms the padding for a resolution not to admit children into voluntary schools whose fees are paid by the guardians. If it were legal, such a resolution would be foolish; but it is both foolish and illegal.

The London School Board has sent a Quixotic missive to the provincial boards, asking them if they will join it in trying to induce the Government to issue a Royal Commission to make people spell the Lord's Prayer something after the following fashion, which refreshes the soul of Mr. Jones :

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Our Father which art in heven, haloed be Thy naim. Thy kingdom cum, Thy wil be dun in erth, az it iz in heven. Giv us this day our daily bred, and forgiv us our dets az we forgiv our detorz. And leed uz not intu temptaishon, but deliver us from eevil for Thien iz the kingdom, and the pouer and the glory for ever. Amen.

Fifty two school boards agreed to join the London Board in riding their hobby, the most important of which are Liverpool, Birmingham, Wolverhampton, Rochdale, Croyland, and Luton. On the other hand, eighty-six boards refused to ask for a Royal Commission, including Manchester, Sheffield, Sunderland, Leeds, Bristol, Croydon, Halifax, Northampton, Portsmouth, Salford, Canterbury, Great Yarmouth, Margate, and Stalybridge.

Another batch of letters on "Spelling Reform" has been received by the London School Board of later date than those to which we have referred. Of the new batch 21 boards are in favour of it and 38 oppose it. It is supported by Wellington (Shropshire), Bradford, and Exmouth; it is opposed by Norwich, Reading, Hull, Scarborough, Southampton, and Stockport. In the report of the Bedwelty School Board we read, "it was not thought proper to send a reply to the letter received on this subject."

The following paragraph comes in the proceedings of the London School Board of January 10th, and is headed, in the School Board Chronicle, "The Board-room Clock-A Lady's Lecture;" but we cannot help saying it seems to us in very bad taste. Such observations only pass without comment because of the protection accorded to the female sex; but if this kind of thing were to become common it would be impossible for this protection to be continued. Mrs. Surr, when she was married, should have paid more attention to the admonitions of St. Paul and St. Peter. Such a speech as she delivered makes one

"afraid with amazement."

THE BOARD-ROOM CLOCK--A LADY'S LECTURE

Mrs. Surr: I beg to move That, for important reasons, the board-room clock be so placed as to be visible to the majority of members.' I think we should take more note of time than has been our wont. I wish to inquire whether we are expected to get up and say something unless we have really something to say. To most of us time is precious; and I don't think it well always to speak, even if we can always speak well. I have observed gentlemen rising three or four times in an afternoon only to express with fluent verbosity what has well been said by previous speakers. Why, gentlemen, if we ladies, whose silence has hitherto been almost golden, and who are supposed to have such a free use of the unruly member, were to follow such an example our debates would be protracted till late in the evening; and if we did our duty besides, our work would be so onerous, our leisure so scanty, our engagements so numerous, that I must protest against any waste of our valuable time. I move this resolution so that if any of us are tempted to fall too much in love with the sound of our own voices, we may be reminded by the faithful monitor that time is even more valuable than talking, and that it is not so well or desirable to rise on purpose to speak as to speak to the purpose. Of course, if the cause of my motion is altered, I have no wish to disturb the clock.

Mr. Collins: I beg to second that.

Mrs. Surr, in reply to the chairman, said she had no wish to press the motion, which was accordingly withdrawn.

Besides the school boards there are now "School Attendance Committees," sitting at Dover, Guildford, and Preston. The School Board Chronicle gives a list of boroughs without school boards, amounting to 102. Amongst these, the most important are the following: Banbury, Bedford, Bury St. Edmunds, Cambridge, Chester, Chichester, Doncaster, Dorchester, Dover, East Retford, Folkestone, Guildford, Hereford, Hertford, Huntingdon, King's Lynn, Lancaster, Lean:ington, Lincoln, Peterborough, Preston, Shrewsbury, Southport, Warrington, Warwick, Winchester, Windsor, and York. Attendance committees will take charge of education in these towns, and be, to all intents and purposes, similar to school boards.

The London School Board is anxious to set up a punishment school" for "incorrigible truants." Scholars are to be sent to it not longer than for a week at first, and never longer than a month. The project is hotly opposed by Mr. Lucraft, who says he knows more of the feelings of the working classes than all the rest of the board put together. Mr. Heller also opposes it as unnecessary. Mr. Gover

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considered it "the most refined system of cruelty possible to be devised." The motion agreeing to send it for the Home Secretary's approval was passed by 32 to 10, so it is likely that there will be a "London Punishment School." We hope it will extirpate the

incorrigibles.

The corrective treatment for such boys would seem to be some simple and effectual mode of convincing them that they cannot have their own way, and that if their parents cannot control them, there is a power that will. For this purpose a long process of discipline is not necessary. The attention of the board has been drawn to the plan adopted in Hamburg, and elsewhere in Germany, where such boys are sent on a first complaint for one week only to an institution called the "Punishment School" (Straf-schule), and this is in most cases sufficient. The discipline of this school consists mainly in the enforcement of silence, except in the recitation of lessons or in answer to the masters. Conversation between the boys is absolutely prohibited, whether in the day rooms, exercise ground, or dormitories. The deprivation is felt severely enough to be an effective correction, but cannot be considered cruel. No play is allowed, but physical exercise is provided by marching and drill.

It appears that although the Stalybridge Town Council have applied to the Education Department for a dissolution of the school board, it › cannot be dissolved for three years, as a new board has just been elected. At Barnstaple a similar motion has been defeated by seven to four.

THE CHRISTMAS CONFERENCE OF THE NATIONAL

UNION.

THE ESTABLISHMENT OF A PROVIDENT FUND.

HE National Union has embarked on a perilous course.

By

describing it as a perilous course we by no means wish to imply that it is an unwise one. In the highest wisdom there is often danger; and we think, dangerous as is the course to which the Union is committed, it was impossible to shirk it. If the National Union is to continue the powerful body it has become, it must have something better to offer as an apology for its existence than such platitudes as "United we stand, divided we fall." When the teacher falls ill, or breaks down with the pressure of work, the thought cannot help coming into his mind, "What good is this Union doing me?' That the Union has felt the force of such reflections and decided to aim at supplying substantial advantages to its members is a sign of wisdom and of ability to grapple with the difficulties that are forced upon its attention. The Conference commenced its labours on Thursday, December 28th, at ten a.m., and all that we are able to give here is the result of its deliberations. The opening remarks of Mr. Greenwood are worthy of attention, though we are not quite sure that we are able to agree with them. That "the teacher's occupation is a healthy one" all teachers are not prepared to admit. As a general rule indoor occupa