and able body than in any district with which I am personally acquainted. It should not be disguised from my Lords, that one of the most common objections to the Minutes of 1846, which is current in the mouths of men is, that so much secular learning in so many subjects, as seems expected by my Lords, is incompatible with due attention to religious instruction. I venture to mention this often-repeated objection with more confidence, because all intelligent and single-minded persons now see that the way to teach religion (so far as it can be taught) is not merely to impart what may strictly be called religious instruction, but also so to exercise and develope the intellects of the children as to enable them to enter into and appreciate the religious instruction they receive. For my own part, I have no hesitation in saying, that I have invariably found in schools that sound knowledge in secular learning and in religion go hand in hand. And, generally speaking, I have observed that the boys of genius are also the most moral and devout. I argue, therefore, that the way to teach religion in schools is not to stint the secular teaching, but to use increased skill and vigour during special religious lessons. Indeed, I know that my Lords look to the clergy to do this, and are deeply anxious that schools should contribute to an increase of true piety throughout the land. And it ought to be more known than I generally find it, that part of my Lords' instructions to Her Majesty's Inspectors of Church of England schools is, "to mention the state of the children's knowledge of the Holy Scriptures, Church Catechism, and Liturgy, and to invite the assistance of the parochial clergyman in this part of the examination." If I might respectfully offer a slight suggestion connected with religious teaching in Church of England schools, it would be that immediately after prayers every morning all those classes which can read the Bible fluently should be collected together seriously for that purpose, and that the junior children should sit around to hear it read. Another suggestion is, that the form of prayers used in schools should contain some reference to places of education and the work in hand. I have only noticed one school (Dr. Molesworth's Parish-church school at Rochdale), in which there is any special application of this kind. I have pleasure in adding, that in most schools prayers are conducted by the head teachers, reverently and devoutly, and that the tinkle of a small hand-bell is now for the most part happily substituted as a summons to devotion, in the place of the impatient smack of the cane upon the desk, which used to be so prevalent. An excellent collection of sacred music for schools has been edited by Mr. J. Tilleard, and published by Novello, Dean-street, Soho, at 1s. 6d. As regards the subjects of instruction, I will only add on this occasion, that teachers should study so to arrange the time for teaching each subject as to afford the most mental relief to the scholars by each successive change. Thus the strain of mind consequent upon an arithmetic lesson may be relieved by a subsequent writing lesson, or the bustle and excitement of a lesson in grammar and etymology by the calm repose of drawing. Again, the evils of noise may in a considerable degree be mitigated by a skilful arrangement of the lessons with reference to the juxta-position of the classes. Thus while one class is receiving a noisy lesson in grammar or geography, the neighbouring class may be silently employed in writing from memory. The schoolmasters and schoolmistresses in my district claim a few words. Nearly all the schools which I have visited have been the select and best schools in the district. I have not inspected more than one or two schools in which there were not either certificated teachers, or teachers to whom whom pupils have been apprenticed; and yet, notwithstanding, my impression is, that we must look forward to having a more highly educated body of head teachers before adequate results can be expected from our schools. By this I would not be supposed to imply that the masters and mistresses are not, for the most part, doing their best. On the contrary, I regard them as a highly meritorious body, who work hard and conscientiously under many disadvantages. They are, in my opinion, decidedly underpaid; they are often very inadequately accommodated in the houses. or apartments assigned to them; they have little or no suitable society; they are frequently left without proper support and encouragement; and their work is like Penelope's web, inasmuch as it is always beginning over again in a disheartening way, in consequence of the irregular attendance, and the early ages at which the children leave, and the rapid succession of new scholars. I do not think I went into a school in which the master or mistress did not say to me, We can do little for the children, they attend so irregularly, and they leave so soon." But to return, though the teachers are, for the most part, meritorious, I do not think they are adequately educated. Their ideas are not sufficiently elevated; they do not form an adequate conception of what ought to, and might, be done in a school. Their education has not been of that kind which leads them to be themselves ever learning and thinking; and consequently their minds stagnate. But it is only active, ever improving, energetic, living minds, which are fit to instruct and form the minds of others. The defective education of masters and mistresses is undoubtedly, in a great measure, in a course of amendment through the new apprenticeship system which my Lords have introduced. But more, and better training colleges are grievously wanted, and better emoluments for the teachers. But what would contribute, perhaps, more than anything towards providing a competent body of masters is, if there were some prizes in the market for the most deserving amongst them; such, for instance, as I ventured to recommend to my Lords' notice in the previous part of my Report, viz., the appointment of the best masters to Subinspectorships. It is, beyond a doubt, the existence of prizes at the Bar, and in the English Church, which contributes to form so large and good a supply of able barristers and clergy men. It is too common a practice in Lancashire for masters of elementary schools, especially those who have been at training institutions, to go to Dublin to keep terms, with a view to receiving a degree, and becoming clergymen. I regret this, because, among other reasons, to be looking forward to a totally different line of duties prevents them from applying all their heart to their present scholastic duties. And I doubt whether, generally, their education has been sufficiently clerkly and refined to produce suitable clergymen. The previous topic naturally leads me to speak of the certificates of merit awarded by my Lords, and upon this point I hope I may be permitted to speak freely my mature and decided conviction. It is my opinion, that two certificates totally different in kind should be awarded. My meaning may, perhaps, be best understood by saying I would make a reality of the kind of distinction originally designed at Oxford and Cambridge between the Bachelor and Master of Arts. First, a certificate should be awarded for a certain amount of knowledge only. I would omit all mention of skill in teaching; among other reasons, because, from what I have seen, I do not believe that any opinion worth having can be formed from seeing a man teach a class for a short time. Persons receiving this first certificate might be called Licentiates, or by some other appropriate title. In the next place, I would institute another kindof certificate, for which Licentiates might be candidates. This should be awarded only to persons of a certain age (say not less than 23 years old), and who had also been in charge of one school for a period of not less than two years. At the expiry of that time a searching investigation might be instituted into the state of the school; and a report should be made to the Committee of Council upon all points connected with the state of the school-such as its organization, order, discipline, methods of instruction, number of scholars compared with the population, popularity of the master with the managers and parents of the scholars, &c., &c. And upon this report the second, or higher certificate, with higher emolument, might be awarded. This might be called the Master's certificate. Of course there would be degrees, both in the Licentiate's and the Master's certificate. But I do not enter into details, I merely beg permission to suggest the notion. One of the chief reasons for desiring to urge this matter on the attention of my Lords is, that at present the certificate, though valuable as a guarantee of knowledge, is no criterion of the real value of a master, but unfortunately does profess to be so, by entering into a detailed statement of his acquirements and capacities as a teacher. But it is most important that the certificate should not profess one particle more than it can safely guarantee, for fear of its coming into disrepute. Though the pupil-teachers apprenticed in schools have occupied nearly half my time, I do not contemplate saying much respecting them on this occasion. The system is, on the whole, working well in my district. The chief matter of regret is, that in several cases the apprentices were not such as seemed likely to become valuable schoolmasters and schoolmistresses. It was natural that this should happen at first, when all parties were more anxious, perhaps, about bringing the plan into operation than careful in selecting the material to be employed. For the future, however, I trust that the greatest circumspection will be used by school managers, and that only those boys and girls will be proposed to the Inspectors, and to the Committee of Council, as candidates for apprenticeship, whose dispositions are thoroughly known and approved by the local school committee. The Committee of Council can form an opinion of a boy's knowledge and ability only; for the more important qualifications they rely on the judgment and discretion of the clergy and school managers. It should be borne in mind that the smart ready boy of 13 has not always the most genius, and is by no means always likely to prove eventually the best guide and instructor of youth. I beg to add a few general remarks on the peculiar features of the districts I have visited. My circuit has comprised three very different tracts of country: 1. Cumberland and Westmoreland; 2. The Isle of Man; 3. Lancashire. very I. Cumberland and Westmoreland call for no special remark. II. The Isle of Man has some peculiarities worthy of attention. The population is nearly all Celtic, and the children appear to possess the quickness which characterizes that race. The Manx dialect of the Celtic language seems nearly obliterated. I found few traces of it among the children of the 21 schools which I inspected. Few of them spoke Manx, and they all spoke English well, though some of the expressions, perhaps, savoured of translation from Manx into English. As far as I could learn, the Manx tongue appears to have died out, more particularly during the last 50 years. The fact of this substitution of the English for the Manx language among the peasantry is, perhaps, of importance, as illustrating the best mode of producing the same result in Wales, in case such a result is desirable. Now it has not been the practice to teach Manx at all in the schools; while English has been especially taught as required by the two Educational Acts of Tynwald, passed in 1704 and in 1813. Assuming then that it is desirable to replace the Welsh language by the English in Wales, will it not be best to pursue a similar course, viz., to teach English, and not to teach Welsh in the schools? I speak diffidently on this important point, because I believe that our greatest living scholar and philosopher, Bishop Thirlwall, is of opinion that in those parts of Wales where the Welsh language is in common use the children should be well instructed in Welsh as a preliminary, and with a view, to the successful acquirement by them of English: which latter language he considers (I presume) that they would best learn thus, like a foreign tongue. Education has been provided for in this island to some extent by the two Acts of Tynwald above referred to. The first Act made it obligatory on all persons to send their children to school till they could read English distinctly. The second Act related chiefly to the payment of the teachers. A third Act has been passed by the domestic legislature of the island this year, and is now awaiting the Royal assent. This Act may be very valuable. Its main object is to enable a majority of the cess-payers within any district to form an educational district, and then to tax it for all useful objects connected with the establishment and efficient maintenance of schools within that district. The grand defect of the Act, perhaps, is that it is only permissive, not obligatory; it may, therefore, remain a dead letter. I think, however, that there are two or three minor defects which will require to be remedied. 1. The 8th and 9th clauses appear to conflict with the 16th. By the 8th and 9th clauses a committee of school managers is to be chosen annually, and to have power to dismiss the master, subject to the approval of the Bishop; but the 16th clause gives the power of dismissal to the Trustees. I think this is an error, and that it has arisen from the 16th clause being copied verbatim from the 4 and 5 Vict. c. 38. 2. The 11th clause of the Act, as it was introduced by the Bishop, and passed in the Council, or Upper House, was unobjectionable; but the House of Keys, or Lower House, added to it the following amendment :-" Provided nevertheless that nothing herein contained shall be deemed or taken to prevent any school which may at any time have entered into union with the Incorporated National Society for Promoting the Education of the Poor throughout England and Wales, from complying with the terms of union required by the said society." My objection to this amendment is, that the National Society, |