M. Fritz here takes occasion in a note, to speak highly of a little work of Lord Stanley; quoting the French translation, entitled "Conversations sur les Paraboles du Nouveau Testament, à l'usage des Enfants, Toulouse, 1841," observing at the same time, that the noble author's little book has appeared likewise in an Italian and a German translation. He continues

"Indeed, all those persons who have considered the feelings and habits of young people, will have observed the eager attention which they give to narratives and tales of all kinds; how well, and for how long a time they remember them; and how often they seek to imitate the things related, and imagine themselves to be the very actors described. And with regard to the subject of which I am more particularly speaking, I will aver, that no one will be able to give a good and complete course of moral and religious instruction to children, who shall not frequently, and reverently recur to the parables in the New Testament for his storehouse of lessons and illustrations.

"Upon the same principle, a good schoolmaster will vary his modes of exciting an interest in his scholars, when he wishes, in this the only effectual way, to make a lasting impression on their minds and hearts; for our Divine Master, whilst seldom going out of the circle of ideas familiar to his hearers, took his illustrations from every department of nature; at one time referring to the birds of the air, which neither sow nor gather into barns, but whom their heavenly Father feeds; and again to the lilies of the field, with whom in splendour and beauty, Solomon in all his glory is not to be compared, appealing then to the common sense of his disciples, 'Is not man of more value in the sight of God than a bird or a flower; and should he not therefore confide in the paternal care of his Creator?'". Thus," remarks M. Fritz, after citing several examples of the same kind, "does our Lord teach those who come to him for instruction, showing, by the metaphors, the comparisons, the allusions, more or less direct, which he makes to familiar objects in nature as the works of an all-wise and merciful God, the importance which he attaches to this view of the subject; and hence may any teacher, who rightly feels the high duty imposed upon him, learn to follow, though it be at a distance, the example of his great master. To which may be added, that the care shown in the gospels to narrate in the first place nothing above the intelligence of the learners, and at the same time the great skill and attention likewise observable in promoting and increasing that intelligence, by awakening reflection, and pointing to hidden or unperceived relations and resemblances between earthly and heavenly things, might convince all but the most bigotted and prejudiced persons, that the mental faculties were given to poor as well as rich, that they might be developed by every means in our power, and that whilst faith is demanded from each, there is no reason why the understanding and imagination should not likewise be addressed, and the sphere of usefulness and enjoyment thereby extended."

But we pass to another extract of our author, which will show that he has culled sweets from other quarters, profane as well as sacred. Description of a lesson on language given in the 11th century, in a school of Hims, Emesa in Syria.'

66

"The lesson takes place in the open air. Seated in the midst of his scholars, and holding in his hand a slight wand, the master points with it to the boy whom he wishes to reply to his question. He does not, however, call him by his real name, but by some familiar appellation suggested either by his particular disposition, or, it may be, by some peculiarity in his gait or features. The subject proposed for the instruction of the class, is their native tongue, and their teacher examines them in the several branches into which the lesson divides itself, and which of course only embraces the knowledge which he has up to that time been able to impart to them. Accordingly, some of the boys explain, by definitions and by examples, the difference which exists between words which have the same sound when spoken, but which vary in their signification and spelling. Others, again, are questioned respecting words, the same in orthography, but where a difference in pronunciation signifies a

change in the meaning; some show (always, however, by citing cases in point), the sense and force of certain prepositions (which probably the Arabians confounded in ordinary conversation and writing); whilst others explain how the signification of words varies according to the prepositions which enter into their construction; 'some conjugate verbs, on showing how the tenses are formed; or two children alternately repeat sentences which begin and end by the same word taken in different senses, or by words which are synonimous. The lesson is terminated by a chorus of all the children's voices in honour of Hims....... It would appear that this song is in part from memory, in part extemporised, otherwise it is difficult to understand how the scholars merit their master's commendations (of which he appears tolerably liberal), for their apt and witty allusions to certain accidental circumstances which he mentions. After this song is ended, he engages in a sort of intellectual contest with his pupils, and then concludes by inculcating upon them, in a more serious tone and manner, certain important moral and religious truths, not forgetting, at the same time, to enforce the rules laid down, by applying it to their own hearts and consciences. The lesson as a whole, proving most satisfactorily how much importance the Arabs attached to every student being able to express himself in his native tongue with facility, elegance, and correctness; whilst they seem to have been also aware, how impossible is the attainment of this, without his having at the same time clear and definite views of the subject treated of. In short, we see that they looked to something practical in all they taught, and had for their main object the formation of the scholar's character, and the preparing him for the business of life."

In reading this description we are almost disposed to assent to the comments with which Harini, the Arabian writer of the 11th century, who has handed it down in his Makames, has accompanied it. The schoolmaster,” he says, thus fits his pupils with the divine assistance for their entrance into the world, in which they are to act their part; by forming and developing their opinions and sentiments, and by emproving their hearts and understandings. For what spectacle is indeed more worthy of contemplation than a master, who is the spiritual father of his disciples, seated in the midst of a garden blooming with youthful plants, breathing perfumes and refreshing his old age, mollifying as it were by the spring's warmth, the hoar frost of winter! What occupation more noble than that of sowing a seed which shall produce fruit in the soul that receives it, a fruit which shall endure to the praise and honour of him that soweth it, long after his death!"

And can this be an account of a school in the middle ages ! a time which we suppose is hardly to be compared with our own in point of civilization? Surely, we are not going too far in our character of advocates of education, in expressing a wish that many of our schools in town and country, would reform themselves upon the model of these Arab schools of the 11th century !

We have only to observe in conclusion, that if any of our readers should be led to visit the banks of the Rhine, they will do well to extend their excursion to Strasbourg, and to inspect the institutions for popular instruction there. Besides, the higher schools and colleges in the place, there are the establishments of the Sœurs de Charité, and in the reformed church, under the superintendence of M. Le pasteur Hierder, of the new order of deaconesses. Both are occupied more or less with the education of the poor, and on this and other accounts, well merit the slight trouble that may be necessary to obtain permission to see their schools. For the present, however, we would say to them and to M. Fritz, farewell T. L. W.

C

Extracts from Charges.

w

EDUCATION IN AUSTRALIA.

In the present state of our circumstances in particular, I must despair of setting in motion any such machinery within the colony itself as may supply that want which will very speedily be its most pressing one; the want of a duly educated and otherwise qualified colonial clergy. It may, therefore, be right to announce to you thus publicly, what it is probable you may have learned from other sources, that under these impressions I traced the outlines of a plan for the institution of a seminary, connected with the public and endowed grammar schools of England, wherein such a completion might be given to the sound and excellent education acquired in those nurseries of some of the soundest, if not hitherto the most distinguished talent of the nation, as might qualify a sufficient number of candidates for the ministerial office in the different colonies of the empire. The design was indeed an extensive and a bold one; but I placed it in the hands of those, and of one in particular, an able and a cherished supporter indeed, whom I knew to be not unequal to mighty exertions in the cause of the Redeemer and of his church. It is now my pleasing task to express an expectation that, through the divine blessing, the design will be fruitful, and replenish the earth, and this colony in particular, with a succession of good men, rightly instructed for the office of the ministry, "rooted and built up in Him, and stablished in the faith as they have been taught, and abounding therein with thanksgiving."-From the Lord Bishop of Australia's charge, 1844.

Upon the important subject of general education, such remarks as I have to make will be offered with a mingled feeling of satisfaction and regret, of painful apprehension and of strong confidence. I will allude first of all to the causes of satisfaction and confidence which present themselves. For the former of these feelings a very firm ground exists in the observation that, all impediments notwithstanding, the rising generation belonging to the church of England, is, generally speaking, under a course of education, a course I would say of religious education, according to the principles of that church; such alone as we can conscientiously take any share in imparting. I say it advisedly, that the great bulk of our people have been, and are, receiving the benefit of such an education, to an extent which is marvellous, considering the limited means at our disposal. There are, I am aware, very widely extended tracts of country in which there are no such means provided; and therefore, there must be many children too many-growing up beyond the reach of religious instruction. Instances of appalling ignorance and vice, existing where that deficiency exists, are occasionally brought before the public and imputed to us, apparently as proofs of neglected duty. But is there not even a divine rule which says, that every performance is accepted according to what a man hath, and not according to what he hath not: and how then is any blame justly attributable to us for not accomplishing that which we never had the means given us to undertake? Our responsibility can extend no further than to bind us to show that we have done the best and the utmost possible with the resources which were intrusted to us. Upon this ground, from a general acquaintance with the state of the colony, I feel authorised in saying we may be perfectly at ease. To whichsoever side we turn, we may find living monuments of the services which our schools have rendered; and these indeed so numerous that we are justified in attributing to to this cause the desire, at least, to do what is right, and the disposition to act religiously, which prevail to a much greater extent than is generally known or suspected, among the settled and native born population in those parts of the colony where our school system has been long at work. There is among them a very strong feeling that they are indebted to the church for this; that it is the church of their fathers, which came with them to the country; and in the principles of which I am sure it is their disposition to educate their children, if only a fair opportunity of choosing for themselves be placed before them. Ibid.

Documents.

FOURTH REPORT OF THE LONDON DIOCESAN BOARD OF EDUCATION.

THE London Diocesan Board of Education has now been five years in existence; and, upon the whole, the committee of management cannot but be thankful for the good services which it has rendered to the cause of church education in this diocese. During the period above mentioned, events (unforeseen) have occurred, by which the attention of the board has been necessarily diverted from some of the objects for which it was originally formed. And it must be confessed that the difficulties with which an institution like this has to contend are neither few nor easy to be overcome. If, therefore, the board has not answered all the expectations of its first promoters, the reasons will be found rather in those circumstances which have impeded or altered its course, than in any defect of its organization, or in the want of attention on the part of the committee. Several matters which occupy the attention of provincial diocesan boards do not press upon the board in the metropolis. The necessity of a diocesan training school is superseded by the National Society's institutions; and information upon matters connected with the working of schools is easily obtained at the society's office; so that the business of the London board is necessarily reduced (by circumstances at which all must rejoice) to a comparatively small number of objects.

If these remarks are not strictly applicable to the places beyond the limits of the metropolis, it is to be remembered that the Essex branch has very efficiently supplied the educational wants of that part of the diocese.

During the first three years the board pursued two of its objects with perseverance and success. The first was the collecting of information as to the state of education in the diocese. About 850 copies of schedules of queries were circulated among the parochial clergy; and about 750 returns were received, containing a great mass of information. A digest of these returns has been compiled; and although the board has not deemed it expedient to publish this digest, it may be consulted at the office by any who have an immediate interest in its contents; and from the ample information it contains upon the state of education in the diocese, cannot but be found interesting to all members of the church in this metropolis. The second subject to which reference has been made, is that of inspection. The right rev. the president of the board appointed a number of its members as provisional inspectors of schools; and they proceeded, by two and two, in various parts of the metropolis, to perform the duty imposed upon them. It was a cheering circumstance to all the friends of scriptural instruction in the principles of the established church, to find that several of the learned judges, and of the laity, and clergymen at the head of large parishes, devoted their valuable time to this work, and returned, at the end of a few months, with their reports of the examination of upwards of 100 schools. These reports are also preserved in the board's office, and may be considered as one of the fairest monuments of the zeal and efficiency of the institution.

It has been stated, that the result of the first of these two efforts just described, viz., the collecting information as to the state of education in the diocese, has not yet been made publicly available; but there is every prospect of its being so made in connection with the operations of the National Society. It has been the practice of that Society to obtain every fifth year a return of all church of England schools, as well as a triennial return of schools in union. And it has lately been determined that, in ensuing years, these two inquiries shall be comprised in one. It would greatly contribute to the accomplishment of this national object, if diocesan boards would undertake the inquiry, and transmit the results to the National Society. The committee of management believe that the inquiry would be more effectually carried out in this diocese if it were undertaken under the immediate sanction and direction of the diocesan; the co-operation of the clergy would be more extensive, and the assistance of the laity more easily obtained. The returns already made would then become available, and thus one of the objects of a diocesan board be most efficiently accomplished. It would, however, require

larger funds than the board has now at its disposal to carry out this inquiry in educational statistics.

In again adverting to the subject of inspection, the committee of management have to report a very important change in the proceedings of the board. The reports of the examination of 100 schools, returned by the provisional inspectors, to which allusion has already been made, confirmed the opinion which the board entertained from the very first, of the great importance of inspection. To establish an effectual system, and to secure a periodical examination of the schools in union with the board, under the sanction of the bishop, was one of the chief objects originally proposed; but in order to carry out that proposition, it was obvious that one or more inspectors, whose whole time should be dedicated to the work, must be appointed. Accordingly the Rev. F. C. Cook was appointed by the right rev. the president to the joint office of inspector and secretary; and continued to discharge his duties with great ability until the commencement of the present year.

It will be sufficient to refer to the "inspector's report" annexed to the third and last preceding report of the board, to be convinced of the high qualifications Mr. Cook possesses for the office he undertook. In the course of the first year after his appointment, he inspected about 200 schools; and the results of his exertions, as embodied in the report already alluded to, do justice to the discernment of the right rev. the president, who appointed him, and much credit to himself. With such qualifications for the office of inspector as Mr. Cook exhibited while he remained in connection with the board, it is not surprising that the committee of privy council on education should have selected him as one of Her Majesty's inspectors of schools aided by parliamentary grants; in consequence of which appointment, Mr. Cook ceased his immediate connection with the board in January last. It then became a question whether the board should continue to employ a paid secretary and inspector or not: and it tended greatly to a decision in the negative, when it was considered that the schools in union with the board might, upon application to the committee of privy council on education, have inspection as heretofore by the same person; for the Rev. Mr. Cook was appointed to that part of England which comprises the whole of the London diocese. A circular was therefore issued by the committee of management, under the authority and with the bishop's signature, informing the clergy of the change that had taken place, and how they might secure a continuance of that inspection for their schools which they had already found so valuable. And thus, for the present, the board may be considered to be relieved from the charge of a system of inspection. The consent of the bishops to the arrangements made by the committee of privy council on education on the subject of inspection, cannot but be satisfactory to the clergy and managers of schools in connection with the established church.

It was another of the original designs of the board to bring into union with itself as many as possible of the schools existing in the diocese, on the terms adopted by the National Society. It is here where the committee of management have met with some of their difficulties; arising in no instance that they are aware of from the clergy, but from the committees or trustees of schools, who fear to compromise their independence by a union with either the diocesan board or the National Society, not considering that the terms of such union amount to little more than a declaration that the schools are in connection with the established church, and that the church catechism forms a part of the religious instruction.

But, notwithstanding this reluctance on the part of some, there are now 155 schools of all descriptions (not taking into account those of the Essex branch) which have already placed themselves in union. Several have lately been added in consequence of the advantages which the board is now prepared to offer to schools in union with it, and which will be shortly adverted to in this report.

It will be within the recollection of many of the original subscribers, that previous to the formation of the diocesan board, a central commercial school for promoting education aniong the middle classes was established in the metropolis, under the patronage of the bishop, and other distinguished persons, both lay and clerical. It was intended from the very first that this should be a self-supporting