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If not, state what other occupation they have,

the time it occupies, and its emoluments.

115. Have they received instruction in the art of teaching, in any and what training-school?

116. At what age did he (or she) become a schoolmaster (or schoolmistress)?

117. What was his (or her) former occupation?

118. State your opinion of the teachers as respects their attainments;

character;

and method of conducting the school. 119. By whom is the master (or mistress) appointed? 120. Upon what conditions, and for what period, is the appointment held?

121. Is there a written agreement?

122. Is there a sufficient facility for dismissing the master (or mistress) in case of need?

123. By whom is the master (or mistress) to be dismissed?

Government of the School.

124. In whom is the general management and control of the school vested?

125. Name the visitor (if any).

Patron.

President.

Treasurer.

Secretary.

The committee.

The trustees.

126. Do the trustees (or committee) meet periodically? 127. Are there general meetings of the subscribers and promoters of the school?

128. Is there any, and, if so, what system of constant superintendence by the committee or otherwise?

129. Is the committee active, or merely nominal?

130. Who are the active members of the committee?

131. Transmit a copy of the printed rules of the school. 132. Is there any periodical public examination of the school? What is its effect upon

The teachers,

The children;

especially as respects character and manners?

Annual Income.

133. State the amount of annual subscriptions and donations. 134. Of annual collections.

135. Of annual produce of endowment.

136. Of school-fees.

137. Of any other source of income separately enumerated.

Annual Expenditure.

138. What is the annual stipend of the master? The mistress?

Each assistant master and mistress?

Each pupil teacher?

139. What amount was expended last year in repairs? For furniture and apparatus ?

For books and stationery?

For candles and fuel?

140. What other expenses are incurred?

SPECIAL QUESTIONS ON INFANT SCHOOLS.

Mechanical Arrangements.

THE questions respecting mechanical arrangements in the former paper having been replied to, the following additional questions may be put :

1. Are the walls lined with a broad belt of black board, or prepared with mastic, painted black, for lessons in chalk-drawing and writing?

2. Is a small gallery prepared with desks and boards for the instruction of forty children in drawing and in the signs of sounds?

Recreation and Physical Exercises.

3. What amusements have the children?

4. What games are encouraged?

5. Have they any and what gymnastic apparatus? 6. Are the children trained in walking, marching, and physical exercises, methodically?

7. With what result?

8. How often do the intervals of recreation occur daily, and what time is spent in recreation at each interval?

Industry.

9. How many children learn to sew?

To knit?

To plait straw?

To keep the garden-border free from weeds?
To sweep the school-floors, &c. ?

Imitative Arts.

10. Do the children learn to draw, on the wall or on a board, right-lined figures from objects or from copies?

11. Do they learn to draw the Roman capital letters and nume

rals?

12. Are these steps the preliminaries to learning to write?

13. Do they in this way learn to write the letters with chalk on the wall, or on a board?

Learning Signs of Sounds.

I. READING.

14. Does the school-room contain one of Mr. Prinsen's letterboxes?

15. Has the master or mistress been instructed in the method of making the children familiar with letters

1. By showing them the figure of a natural. object having a monosyllabic name?

2. By analysing this word into its constituent sounds?

3. By showing the children the sign of each sound, beginning with the vowel sound, and

then combining them into the word by the phonic method?

16. Are the children expert in the various modes of using the letter-boxes to spell and read words?

II. SINGING,

17. On what method are the children taught to sing? 18. Do they learn the signs of musical sounds to any extent? 19. Can they copy the notes of music with chalk on the wall? 20. Can they sing many marching or other school songs? 21. Can they sing any hymns?

Knowledge of Natural Objects, &c.

22. Are the children exercised in examining and describing, in very simple and familiar terms, the properties of those natural objects by which they are surrounded? 23. Is there a cabinet in the school stored with natural objects which the children are likely soon to meet with in their rambles or visits to friends?

24. Is there a cabinet of domestic utensils or implements of industry, of a small size, the uses of which may be explained to the children?

Instruction in the Gallery.

25. Are they instructed in any other subjects in the gallery? 26. If so, enumerate the gallery lessons.

27. How long is the usual lesson in the gallery?

28. Are the replies of the children made intelligently, or mechanically and by rote?

Discipline.

29. Are the children clean in their persons and dress?

30. Are they orderly and decorous in their behaviour? 31. Do they appear to have confidence in their master and mistress, and to regard them with affection?

32. Are any, and, if so, what rewards and punishments employed?

On what principles, and with what results? 33. Is their attendance at school punctual and regular? 34. Examine register, and state whether it is kept on a good plan, neatly, and with care.

1.-SUPPLEMENTARY MINUTE respecting the Mode of conducting Applications for Aid from the PARLIAMENTARY GRant.

The Committee of Council, in conducting the distribution of the Parliamentary Grant for the promotion of Education in Great Britain, during the past year, have requested the applicants for aid towards the erection of school-houses to submit to the Committee their plans, drawn according to scale, and exhibiting the arrangements of the desks, benches, and school apparatus.

The Committee have also framed their questions, Form A, so that the answers to them may afford information respecting the structure of the school-building, its drainage, and the mode of warming and ventilating it.

This information has been sought not merely to guide the Committee in apportioning the grant in some degree according to the intelligence and skill displayed in the arrangements, but also to enable them to advise the applicants respecting the structure of the buildings described in the plans, working drawings, and specifications, in order that any defective construction of the schoolhouses might be avoided, and that the method of warming and ventilating these buildings might be improved.

Their Lordships have also been desirous that the arrangement of the desks, benches, and school apparatus should be consistent with the progress made in methods of teaching in the most approved schools; and they therefore determined to avail themselves of opportunities of advising the promoters of the erection of school-houses concerning such of the defective arrangements which they observed as were capable of alteration without much cost, and as might otherwise prove an obstacle to the improvement of the school.

The Committee, in the minute of the 20th of February, 1840, stated that they had, at an early period of their proceedings in superintending the appropriation of the Parliamentary grant for promoting public education in Great Britain, observed that considerable expenses were incurred by the promoters of schools in the preparation of plans, specifications, and forms of contract for the

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