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4th CLASS. (26 Boys.) 18 boys read First and Second Irish Books, the rest read the First

Book. All in the school, except 5, write on slates.

1st Class. (21 Girls.)

Reading Books. 1st Division (13 Girls)—Bible.

Chief Truths of Christianity.
Sellon's and Ostervald's Abridgment.
Third and Fourth Irish Books.
Female Reading Book.
English History, and Geography and History,

Sullivan's Spelling Book.
All learn a book called Faith and Duty, ditto Prophecies.
2nd Division (9 Girls)—Third and Fourth Irish Books.

Sequel to Second Book.

English History. All learn Faith and Duty, with Prophecies. All the class write in copy-books.

Arithmetic. 2 can do Simple and Compound Proportion, Simple and Compound Interest, Practice, and a little Mensuration.

5 Apprentices, Practice and Simple Interest, &c.

5 all the Simple and Compound Rules, Single Rule of Three, Reduction of Money, Weights and Measures, and a little Practice.

11 the four Simple and Compound Rules, and Reduction of Money.

2nd Class. (20 Girls.)

Reading Books. New Testament. Ostervald's Abridgment. Sequel to Second Book. Third Book, and Supplement to Fourth. All learn Faith and Duty, with Prophecies. All write in copy-books.

Arithmetic. 10 the four simple rules, Compound Addition, Subtraction, and Multiplication, with one figure, Reduction of Money.

8 the four simple rules only.
2 only Simple Addition and Subtraction.

3rd Class. (26 Girls.)

Reading Books, Ist Division-New Testament.

Second British and Foreign.

Second Irish Book, and Third Book. 2nd Division-Parables, Miracles, &c.

Second British and Foreign, and Second Irish Book. All learn a little book called Historical Questions. 10 write in copybooks; the others on slates.

4th CLASS. (25 Girls.)

Reading Books. 1st Division-A little book called Abraham.

Second Irish Book.

Second British and Foreign. 2nd Division-Second Irish Book. 6 write on slates ; the remainder cannot write at all.



March 22, 1847.

Sound the Loud Timbrel.
From Greenland's Icy Mountains,
O'er the Gloomy Hills of Darkness.
Before Jehovah's awful Throne.
There is a Happy Land.
All hail the Power of Jesu's name.
Sweet is the Work, my God, my King.
Come to the Sunset Tree.
I saw the glorious Sun arise.

Hark the merry hum.
As forth I walk'd.
Welcome May.
The Violet.
Long may Life and Health.
Harvest Home.
Children go.
Rule Britannia.
God save the Queen.

Report by Her Majesty's Inspector of Schools, the Rev. F. C.

Cook M.A., on Schools inspected in the Metropolitan District, comprising the Counties of MIDDLESEX, Essex, SUFFOLK, CAM

BRIDGE, BEDFORD, Bucks, and Herts; for the Year 1847–8. SIR,

May 20, 1848. The changes that have been made in the organization of a large proportion of the schools in my district, in consequence of the Minutes of the Committee of Council relating to Pupil Teachers, have so materially altered the character of my occupations, that it would be scarcely possible for me to pursue the same system which I adopted in Reports presented to their Lordships in preceding years. The improvements, which appeared to be in progress, have been advanced to an unforeseen extent; and that process

of internal development and melioration, which I remarked last year, has been accelerated by the removal of some of the greatest difficulties which then clogged the efforts of school managers and teachers in providing for the instruction of the poor. But as yet the effects of these changes, although clearly perceptible, cannot be so demonstrated as to form the basis of a report which should be founded upon actual observation of ascertained facts. My time last year was employed in the following manner.

From the 11th of January to the 1st of April, I visited 70 schools in the metropolitan district, in which I had reason to expect that the managers were prepared to avail themselves of the advantages offered to efficiently conducted schools by the Minutes of August, 1846. These schools are very large, having an average attendance of more than 160 boys or girls, and the numbers varying from 100 to 300. During this tour I had numerous opportunities of meeting the clergy and other persons interested in the education of the poor, and of hearing the various questions discussed, that are connected with what may be justly regarded as the introduction of a new system. The conimittees of management with whom I then conferred showed every disposition to give to the measure a fair trial, and to make any alterations which might be required for the improvement of their schools. It was generally admitted that the legitimate influence, both of the clerical and lay superintendents, would be increased, since the first appointment of every pupil teacher would depend upon their recommendation, and his continued employment upon their certificates. Although some doubts were occasionally expressed as to the possible preponderance of secular, and consequent neglect of religious, studies which might ensue from injudicious attempts to comply with the requisitions of Go. vernment, yet a closer inquiry into the subjects of instruction and the method of examination, iogether with the safeguard afforded

by the system of inspection in Church schools, for the most part sufficed to remove such doubts, and to establish a feeling of confidence and security. I have little hesitation in asserting that applications for pupil teachers have been made by the managers of nearly all the schools in my district, which, so far as my knowledge extends, were likely to supply candidates, or to undergo such an examination as would justify an Inspector in recommending successful candidates to their Lordships. The schools from which I then selected a considerable number of pupil teachers belong to some of the most important parishes in London. As the Minutes had not yet been sanctioned by Parliament, the apprenticeship of candidates then approved was not completed before May.

The months of April and May were employed, partly in visiting schools in and near Cambridge, from which candidates were selected by nie and approved by their Lordships, and partly in visiting schools in and near London, at the request of the managers. From the 3rd of June to the 19th of August I was engaged in inspecting

Í 62 schools in Essex and Hertfordshire, and 12 in London. From the 20th of September to the 5th of November I visited 32 schools, the managers of which had applied for pupil teachers. Nearly three weeks were passed in inspecting and reporting upon the training establishment at Salisbury; and the remaining weeks, until the 24th of December, were employed, partly in Essex and partly in London, in examining schools and selecting pupil teachers.

The reports upon the Salisbury Training Institution, and upon that part of the examination at St. Mark's College which I undertook at Mr. Moseley's request, are given separately. At present I have to report upon- İst. The schools which I visited in the regular course of periodical inspection; and 2nd. Those which I examined specially with the view of selecting pupil teachers.

The former schools are situate, for the most part, in the rural districts of Essex and Hertfordshire. With the county of Essex I was previously well acquainted; and I hare had occasion to report upon its schools in preceding years. Hertfordshire I visited for the first time. The statistics of these schools, as will be seen in the tabular statement, give the same general results as were stated last year.

Double schools conducted separately by master and mistress ; these either

Mixed schools conducted by master, aided by mistress; or

Mixed schools, generally with a large proportion of infants, conducted by mistress. The total number on the books is

4895 present at examination 3518 The proportion of the four classes of readers, according to the definition proposed last year, is


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Letters and monosyllables


Easy narratives
Old and New Testament, with ease

787 Books of general information, with fluency 125 In most other subjects the proficiency of the children may be generally represented as lower in proportion than in town schools. The religious instruction, however, in the majority of the country parishes which I inspect, bears marks of constant and sedulous attention; and there are far more pains taken now than there were formerly, to explain the meaning of words, and to exercise the mental faculties of the children. But arithmetic is generally so ill taught, that I have felt it difficult to complete any labular statement of the results; and with some exceptions, which are noted in the special reports, books of general information, and such subjects as grammar and English history, have not yet been introduced. It is, nevertheless, certain that the disinclination to extend the course of instruction, which has operated so prejudicially upon country schools, is gradually yielding to the influence of enlightened individuals, and to the voiv ascertained fact that the children, educated upon liberal principles, in the best sense of the word, are not only more intelligent and useful, but more pliable and obedient than others. The absurdity of connecting honesty with ignorance, and mental darkness with cheerful submission to the will of Providence, is acknowledged by many who long withstood the progress of improvement.

The salaries of masters in the country schools which I inspected this year varies from 201. to 601.; and of mistresses from 101. to 501.

In Hertfordshire it might be expected that the education of the poor would be carried to the utmost extent practicable in rural districts. In no county is so large a proportion of the area covered by the parks of the landed aristocracy. There is every reason to believe that an unusual degree of interest is felt both by the lay and clerical supporters of schools, many of which are maintained at a great expense by private gentlemen. The attendance of committees and of subscribers at the examinations was generally numerous, and in many parishes it was evident that the most patient and persevering attention had been bestowed upon the instruction of the children by their superiors. Still the same difficulties which have so often been represented as thwarting the efforts of philanthropists in country districts appear to operate with undiminished force in this county. It would not be safe to depend upon observations made during a brief residence, but it certainly seemed to me that the habits of the people, compared with those of other counties, were not very favourable to the progress of education. To whatever cause it may be attributed, the cottages do not generally bear that appearance of neatness and comfort which is most valuable as an indication of sober and indus

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