At the Council Chamber, Whitehall, the 10th of December 1851, by the Right Honourable the Lords of the Committee of Council on Education

Their Lordships had under consideration the fact that large numbers of the pupil-teachers apprenticed pursuant to the minutes of August and December 1846 will henceforth annually be completing their apprenticeship.

Resolved-That such pupil-teachers be not admissible to be examined for certificates of merit, or to receive the augmentation grants which depend upon such certificates until they shall have resided one year in some training-school under inspection, or shall have acted for three years as principal or assistant teachers in schools rendered liable to inspection; and that after the year 1852, no candidate (not having been a pupil-teacher or a student in a training-school under inspection) be admitted to be examined for a certificate until after he shall have completed his twenty-second year, and his school has been inspected and favourably reported upon by one of Her Majesty's inspectors.

At the Council Chamber, Whitehall, the 12th day of May 1852, by the Right Honourable the Lords of the Committee of Council on Education.

Their Lordships, referring to the Minute of 21st December 1846, which holds out to pupil-teachers who might not display the highest qualifications in their examinations for schoolmasters, the expectations of obtaining employment in public services; and considering that the said Minute may arise indefinite expectations which practically it would be found difficult to fulfil, and might have a tendency to divert the attention of the pupil-teachers from the main object for which grants of money in their behalf are made, deem it expedient that the Minute referred to should not henceforward continue.

At the Council Chamber, Whitehall, 28d of July, 1852, by tho Right Honourable Lords of the Committee of Council on Education.

Read Minute dated 10th of December, 1851, and 12th of May, 1852, regarding pupil-teachers who have completed their apprenticeship pursuant to the minutes of 1846.

Resolved-In the case of such pupil-teachers, to recognise their employment as Assistants in schools liable to inspection, under the following conditions, viz. 1. That in each year of their apprenticeship they shall have acquitted themselves creditably upon examination before her Majesty's Inspector, and shall have produced unqualified testimonials from the managers and teachers of their schools.

2. That the master or mistress of the school in which the assistant is employed hold a Certificate of Merit.

3. That the school be well furnished and well supplied with books and apparatus.

4. That every such assistant shall be taken to be equivalent to two apprenticed pupil-teachers in reckoning the number of such apprentices to be maintained at the public expense in any school.

5. That every assistant produce the same annual certificates as are required of apprentices from the managers and principal teacher of the school, and be favourably reported of by her Majesty's Inspector as to attainments and practical skill.

When the foregoing conditions are fulfilled, their Lordships will allow an annual stipend of £25. in the case of a male, and £20. in the case of a female, assistant-teacher.

Assistant-teachers of three years' standing and upwards may be examined for Certificates of Merit, but will not be admissible to receive pecuniary augmentation on account of them, except on fulfiment of the conditions at present in force for such grants.

The following explanatory paragraphs of the foregoing Minutes, occur in a letter of the Secretary to the Education Committee which has been circulated with them.

1. The apprenticeship of a pupil-teacher has never been contemplated as sufficient in point of preparation for the office of schoolmaster or schoolmistress. The Minutes of 1846 expressly advert to the further training of apprentices in a Normal School.

2. The Minutes of 1846 confine certificates of merit and the corresponding grants in augmentation of salaries to those teachers who have been students in Normal Schools.

3. The examination of teachers who have not been trained in Normal Schools is provided for by a supplementary regulation, having reference to persons already engaged in the profession. At the date of that regulation (July 1847), it is evident that pupil-teachers, who were only then just beginning to be apprenticed, were not contemplated. There was, however, a large (nearly the whole existing) class of teachers to be borne in mind, who had entered upon their career at a time antecedent to the formation of training-schools under government inspection.

4. The anual examinations, which now for five consecutive years have been open to untrained teachers in all parts of the country, may be asumed to have afforded to the majority of them an opportunity of obtaining the same rewards of proficiency and merit as were offered by the minutes of 1846 to their juniors.

5. It would be equally inconsistent with the Minutes of 1846 and with the object for which the examination of untrained teachers was instituted, that this examination should become the means of diverting pupil-teachers from the training-schools.

6. There is, however, manifest danger of this result, without some such declaratory provision as that set forth in the Minute of 10th December, 1851. The effect of this provision will be to mark, perhaps with somewhat greater definiteness than has hitherto been attainable, the position of a certificated teacher as one which implies either special preparation in a Normal College or considerable probation in practice. The number of Normal Colleges throughout the the country, as compared with the number of pupil-teachers, is not such as would warrant the Committee of Council in making them the only entrances through which the public emoluments of the profession can be reached.

7. Applications for the appointment of assistant-teachers must, in the first instance, be made to the Committee of Council by the managers of the school in which they are to be employed. Every such application should specify (a) the name of the school on account of which it is made, (b) the name in full of the proposed assistant, (c) the name of the school in which he has served his apprenticeship.

8. You will observe that assistant-teachers are allowed in those schools only in which the principal-teacher is certificated. It is not the intention of the Committee of Council to provide deputies by the side of inefficient masters and mistresses, but to place pupil-teachers who have completed their apprenticeship in a situation to improve themselves, on the way to further advancement. (To be concluded in our next.)

ART-EDUCATION.-The Committee of Privy Council for Education have recently issued circulars to the Inspectors of schools directing them to aid, by every means in their power, the system proposed by the Department of Practical Art for causing elementary drawing to become a part of national education. It is intended to teach the very simplest elements of drawing in all schools willing to bear a small proportion of the necessary expense, and then admit the qualified scholars to study in a central drawing school in every town. The importance of the new scheme thus set on foot will be fully appreciated when it is remembered that until the public ignorance in such matters is removed, no expensive or successful effort can be made to raise the standard of taste in design among our manufacturers.

NEW GOVERNMENT INSPECTORS OF SCHOOLS.-The Committee of Council on Education have appointed the following gentlemen to be Her Majesty's Inspectors of Schools: The Rev. R. F. Meredith, M.A., Rector of East Chalborough, Somerset, and Vicar of Halstock, Dorset; the Rev. Robert Louis Koe, M.A., Incumbent of St Margret's Yalding, Kent; the Rev. John G. C. Fussell, B.A., Incumbent of Chantrey, near Frome; the Rev. Wm. Birley, M.A., Incumbent of Chorley; and the Rev. T. Wilkinson, M.A., Vicar of Stanwix, Cumberland.

The first anniversary of the formation of the Liverpool Church Schoolmasters's Association was celebrated a few weeks ago by an excursion to Eastham. We learn from a Report of the Association that papers have been read during the past year on these subjects; Life; Air; Light; The Physical History of Mankind; The Anglo-Saxons; The Training and Management of Pupil Teachers; The Sources of the Greatness of the British Empire; The Literature of the Fourteenth Century; Music, its origin, history, and method of teaching; The Normans.

It is hoped, the Report states, that the future papers which are read and discussed will assume a more technical character. The Committee urge the arrangement of classes under efficient Teachers as better than classes for mutual instruction.-Educational periodicals are supplied to the Masters; and a small Library has been formed, which the Committee is anxious to furnish with a specimen copy of each book on the Education Committee's List.-We extract the conclusion of the Report:

"The numerous Associations of Teachers now continually forming in all parts of the Kingdom, are a very satisfactory sign of the progress of the great cause of Education, and the advancement of the Educator :-independently of

the facilities such Societies afford for study and mutual improvement, they are valuable as uniting the profession in closer bonds of fellowship and cordiality; in presenting a means of making known their sentiments, so that the opinions founded on their practical experience may have their proper influence upon the public opinion of the country, too frequently led away by wild theories, and crotchets of parties little acquainted with the requirements of real Education. They also feel that such Associations, when properly conducted, are well adapted to produce and deepen in the Teacher a strong feeling of the responsibility and sacred importance of his work. It appears desirable that the Associations throughout the country should be more closely united: by frequent correspondence, interchange of papers, &c., the advantages above referred to would probably be much increased."

Eorrespondence.

SIR,-It has long been a subject of serious consideration with me, how to treat the frequent cases of obstinacy and sulkiness which occur in my school. I have the misfortune to have several boys of such dispositions, and I need scarcely say they give me more trouble than all the rest taken together. I have endeavoured to cure them by standing over them and insisting upon their obedience; by taking the reverse means, and saying "you shall not do it now, since you would not when I told you ;" and I have taken them aside after school and spoken seriously and kindly to them, but have not seen much success from either plan. If, therefore, any of the readers of your Papers would give me the results of their experience on this subject, and means which they have found effectual for its cure, I shall feel obliged. J. V.

[Teachers may be divided into several classes, according to the notions they entertain on the subject of discipline. As the extremes, we have the severe, and the careless; and each of these will have a set of troubles, not peculiar to the children under his care, but really arising out of his mode of managing them. The teacher who is severe, complains of obstinacy and sulkiness; whilst rudeness and impertinence is the complaint of the careless. After making due allowance for exceptions, we verily believe that the character of a teacher's government is indicated by a single glance at his pupils. If you enter a school and see fallen and sullen brows, with sideway scowls in place of open, cheerful, straight-forward, and enquiring looks, you may at once and safely conclude that the teacher does not understand human government-his, is the rule of brute force. In another school, you see on entering, all work suspended; the children look straightforward enough, but it is a look of impudent curiosity, which says most unmistakeably— who are you? The master, rather ashamed, entreats the boys, in a very undecided and feminine tone, to go on with their work; this they do, but it is more in the way of treadon-toes here, and a sly pinch there than aught else; you may be assured that no healthy discipline is exercised in that school.

We do not mean by these remarks, that our correspondent is at one extreme; we may assume, however, that there is some tendency that way. His boys, one or more of them, turn obstinate, or sulky, which is but another mode of the same thing, with sullenness added. Before there can be an enlightened management of obstinacy, the teacher must know what it is, or he may, peradventure, attempt to remove it, by the very measures which but add to its strength. Without entering too far on this subject, does not the etymology of the word suggest the right idea-a standing against; in this case a perverse standing. Why this determination of the will against authority? There may be on the part of the offender a feeling of right, and his obstinacy be simply the developement of an energetic will, in a case where he feels his growing manhood calls on him to resist; or it may be, as it often is, the result of moral perversity-a hearty dislike to authority. In either case you have to act on the will, and the will may be led, but not forced. How often, however, the course pursued is involved in the threat, "If you won't, I'll make you." This is attempted and there follows a forced outward compliance, with a determined inward resistance. Whilst disposed to admit and enforce to its full extent a proper discipline, we do nevertheless think that force in all such cases is fatal. Obstinacy can only be cured by leading, not by forcing the will, and the will may readily be managed with a little tact. To do this, teachers generally want more cheerfulness and good humour. Where these exist, there are rarely obstinate boys. Thorough good humour, even a pleasant word, will do more to turn aside a fit of obstinacy, than all the canes ever imported. We say to our correspondent-to all teachers: cultivate, next to religious principle, good temper; sympathise with the feelings and condition of childhood; make the childhood feel that you do so; and it will rarely happen