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school-rooms have been built or enlarged, and accommodation thereby provided for upwards of 108,937 scholars; that our institutions for training teachers have been increasing in extent and efficiency, while in proportion to the result produced, the expenditure has been diminishing; and that other various plans for improving elementary instruction are in successful operation; you will no doubt agree with me, that we have no immediate occasion for despondency; you will acknowledge that we are in the right path, and have only to resolve on keeping it.—A Charge by the Rev. John Sinclair, Archdeacon of Middlesex.

The Editor's Portfolio.

WHY THE CLERGY CAN TAKE NO PART IN SCHOOLS WHERE THE CHURCH CATECHISM IS NOT TAUGHT.

Ir is often proposed to the clergy to assist in the education of their young parishioners, on the express condition of not insisting on the church catechism as a necessary part of their instruction. Nothing can be more easy than to represent this popularly, as a concession of the simplest and most moderate character, and the refusal of it as springing from a mere love of formalism, a blind adherence to things non-essential and indifferent. But how does the case really stand? By the law of the land, as well as by the constitution of the church, every resident parishioner falls within the cure of the parochial pastor: for every one has a right to claim the benefit of his pastoral ministrations, so long as he is content to receive them according to the established order of the church. By the same double authority, the pastor is required to banish and drive away all erroneous doctrines within his cure; and never to cease his labour, care, and diligence, until he have done all that lieth in him, according to his bounden duty, to bring all such as are or shall be committed to his charge, unto that agreement in the faith, that there be no place left among them for error in religion.2 As a guiding principle in this his task, he is bound solemnly by the declaration that the church hath authority in controversies of faith, and by the promise so to administer the doctrine of Christ as this church and realm hath received the same. And finally, this catechism is put into his hands as a form of words, which he is required diligently to hear, instruct, and teach the youth of his parish. As far, then, as the education of youth is concerned, the church catechism is the representative of all those principles which are to guide the pastor's conduct, in precisely the same manner as the liturgies and services are with respect to the education (for education it is from first to last) of those of maturer age. It is the mode adopted by the church for "bringing those committed to his charge unto an agreement in the faith," and for "banishing erroneous doctrines" from among them: it is the exercise of the church's "authority" in determining "controversies of faith;" it is the authorised exposition of the manner in which "the doctrine of Christ" is and hath been "received by this church and realm."

What, on the other hand, are the principles which the withdrawal of the church catechism from the parochial school may be considered to represent? The grounds on which such withdrawal is urged are two-fold:-first, that the interpretation of scripture ought not to be defined and limited by any precise formulary whatsoever: and secondly, that the doctrines of this particular formularly offend against the principles of some, and therefore ought not to be insisted on. In other words, the clergyman who is invited to be a party to the

2

1 Ordination service.
Ibid.

3 Art. xx.

5 Canon lix.

4 Ordination service.

regulation, is called upon to concede that he is not bound to strive to drive away error, but rather to take measures for leaving it undisturbed: not to bring those within his cure to an agreement in the faith, but avowedly to connive at their disagreement; that where such disagreement is found to exist, the church hath no authority to determine the controversy; and, finally, that the doctrine of Christ is not necessarily to be taught, as this church hath received the same; but that its interpretation is to be left open to the private judgment of those for whose edification the instruction is offered. The position and duties of the clergy with respect to the religious education of the piople, in a sermon by the Rev. C. Dodgson.

RELIGIOUS EDUCATION.

Ir is dangerous to imagine, that the work of education consists entirely, or even principally, in applying means to unfold the powers of the human mind, or in giving an increased momentum to its natural activity. If nothing more than this were done, society would be left exposed to a formidable conflict between ungovernable spirits, each eager to exercise his strength and inclination in the pursuit of his own object, and the accomplishment of his own purpose, without regard to any general bond of mutual affection, or of moral influence. Peace and happiness, truth and justice, religion and piety, would still remain undefined and doubtful terms, or unsanctioned at least by any authority which could give them effectual sway. So far is it from being true, that by increasing the vigour and the expansion of the mental faculties, the necessity of systematic instruction in religion is superseded, that, on the contrary, in proportion as their power is thus increased, is this necessity rendered more urgent. It is not in the nature of such faculties, and so excited, to remain inactive, or to be cold and listless when an object of pursuit is offered. The first plausible theory, whether true or false, which is presented to their contemplation, will engage attention; and, if it have any captivating features, will probably take strong hold of the affections; more especially, if it partake of those qualities which most readily fall in with the solicitations of appetite or passion. The first and most essential point, therefore, is to satisfy the cravings of the mind with such knowledge as shall best conduce to its moral, as well as intellectual, strength. As the latter increases, the former must still be enabled to maintain its due ascendency: and better were it, that one should be circumscribed, even within the narrowest limits, than that it should be suffered to range beyond the control of the other under no guidance or direction but that of its own undisciplined propensities, -Bp. Van Mildart.

A GERMAN TRAVELLER AND A SCOTCH SCHOOLMASTER COMPARING NOTES.

NOTWITHSTANDING my enjoyment of the 'creature comforts' of my hostelry, I was tempted to quit them to seek the society of the schoolmaster of the village, whom I found sitting alone by his fireside, and from whom I received a most hospitable welcome.

Village schoolmasters are a class of men by no means to be neglected by a traveller desiring information in any country. They stand on the extreme verge of the cultivated classes; and, of all who are capable of reasoning and reflection, they are the nearest to the great masses of the population. They get their knowledge of the people at first hand, as foresters, huntsmen, fishermen, and farmers, do their knowledge of nature, of animals, plants, climates, and soils; and I have often found in them a treasury of information concerning the character and manners of their neighbours, and the local details connected with the country, such as can seldom be met with even among the clergy, who move usually in a higher circle.

Whoever is interested in ethnography and statistics, would certainly set a high value on these springs of genuine instruction, which, if brought together, might form a great and important stream.

In the schoolmaster of Muthill,* as in many of his colleagues, I found a very clever, well-informed person, and his apartments were not only pleasant and neat, but even elegant in their arrangements. I could not help silently comparing this abode with those of our village schoolmasters in Saxony, and wondering at the progress made of late years, in this respect, in Scotland.

I expressed aloud the agreeable surprise I felt at this change, and my new friend declared that he was content with his position. On the whole, however, he added, "there was a good deal of discontent among the parish schoolmasters on account of the smallness of their pay." I replied that the same complaint was often heard in Germany, and he enquired what was the average pay of our schoolmasters.

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"It varies a good deal," was my answer; some have a hundred, some a hundred and fifty, but many no more than fifty dollars." "How many pounds go to a dollar ?" asked he.

"Seven dollars go to a pound,” said I.

"What!" he exclaimed, springing up from his chair, "do you mean to tell me that they pay a schoolmaster with seven pounds a year?"

"Even so," I replied,-" seven pounds; but how much then do they get with you?"

"I know no one who has less than from forty to fifty pounds in all Scotland; but the average is seventy or eighty pounds, and many go as high as a hundred and fifty."

"What!" cried I, springing up in my turn, 66 a hundred and fifty pounds! that makes one thousand and fifty dollars. A baron would be satisfied in Germany with such a revenue as that, and do you mean to say that there are schoolmasters who grumble at it?"

"Yes," said he, "but recollect how dear things are with us. Sugar costs eightpence a pound; coffee two shillings; chocolate is still dearer: and tea not much cheaper. And then how dear are good beef, and pork, and plums, and puddings, and every thing else!" I could not deny this, but I thought that our poor schoolmasters were content if they had but bread.

KOHL'S Scotland. (Foreign Library Edition, pp. 37-8.)

Documents.

REPORT OF THE NATIONAL SOCIETY, MAY 28, 1845.

(Continued from page 187.)

III. The GENERAL FUND, or annual income of the society, is mainly expended on the society's training institutions. Your committee therefore proceed to state those circumstances relating to these establishments which are of general interest, or seem to require comment.

Your committee have much satisfaction in reporting, that the society's original institution for training adults for the office of schoolmasters and schoolmistresses, now carried on at Westminster, and formerly in Baldwin's Gardens, which has so long borne the burden and heat of the day, has advanced from humble beginnings to a condition of great efficiency and extensive usefulness. No aid has ever been asked for this establishment out of the parliamentary

* A village not far from Drummond Castle.

grant for education, and the teachers and students reside in houses rented by the society. Your committee wish that they could afford to build or purchase premises at Westminster more suitable to the purposes of such an institution, and at the same time relieve the society of the annual charge for rent.

During the past year, from Lady-day 1844 to Lady-day 1845, the number of applicants for admission into training at Westminster, was 305, and of these 184 were received into the establishment on probation. During the same time, 83 men and 52 females completed the six months' term of training required, and were placed in charge of schools by the society: and 18 masters and 24 mistresses, already nominated to schools, were instructed for a period of three months, and went to their appointments. The whole number of teachers thus trained and sent to situations, is 177. The whole number of registered applications for the services of teachers trained at Westminster, amounted last year to the unprecedented number of 494; so that the society was under the painful necessity of stating their inability to supply teachers from this institution in no fewer than 318 cases. The salaries offered for masters, for the most part varied in value from £120 to £50 a year, and for mistresses from £70 to £30. Your committee have reason to believe, that the teachers sent out are, with very few exceptions, giving satisfaction to their employers. In many cases the strongest testimonials have been received of their general acceptability, as well as of their efficiency in the school-room.

One of the proofs of the solidity of the basis on which this training school rests is, that it has arisen naturally out of existing circumstances and out of the wants of the case. Another test of the soundness of the principle of this institution is, that the students seek it spontaneously, as affording an entrance into an honourable profession and an adequate means of livelihood: and thus our national schools are supplied with teachers by the same natural process in which other vocations find suitable persons to enter on them. On the one hand, it cannot fairly be expected that there will be a constant succession of eligible students seeking admittance into any institution, unless it present a prospect of yielding a proportionate return for the amount of time as well as money which they give to it: and, on the other hand, school managers will not resort to any institution for teachers unless the pupils trained in it prove suitable to their requirements. The facts of the case, as stated above, show beyond question, that both these conditions are amply fulfilled by the Westminster institution. There is no lack of rightly disposed and respectably educated candidates for admission; and there is no lack of remunerative offers for their services, when their term of training is completed.

Your committee embrace this opportunity of correcting an erroneous impression which exists, or is said to exist, in the minds of some persons. As adults only are admitted into this institution, it has been said that the individuals who enter it are chiefly composed of persons who take to the scholastic profession because they have been unsuccessful in business. Such is not the case. The numbers who seek admission are so great as to give ample choice for selection. During the last twelve months, in that department of this institution which is for training masters only, not less than 79 young men of good character have been rejected after examination, and four who passed the examination, and were received upon probation, have been afterwards recommended to withdraw, as not manifesting suitability for the office of schoolmaster. Out of 83 candidates who have been admitted and have remained in the establishment, not less than 47 had been engaged in scholastic duties during their whole lives. Most of the remaining 36 persons had in one way or other displayed a love and aptitude for teaching previous to their admission inte training; and concerning them the Rev. P. Moore, the clerical principal, writes as follows, in reply to some queries addressed to him by the secretary :

"In the whole number there is only one person of whom it can be said that

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he had failed in his occupation; and that person failed as a private tutor. Another went out to New Zealand as a farmer: he was disappointed there; but his circumstances are comfortable, and he is one of the most promising men in training. Of one whom I have reckoned among the ' artificers,' his clergyman writes: He has been for some years a Sunday school teacher, and bears an excellent character. He was brought up in a national school: he has had the care of national schools for short periods.' Of another, who was a dyer: 'I have had a young man under instruction for a short time, who is desirous of entering the training school; he is a teacher in the Sunday school.' Another is said to be anxious, from the best motives, to give up his situation as clerk in a bank to become a teacher.' Another clergyman recommends a watchmaker, 'whom he can especially recommend as being among the most worthy of every encouragement: he has been with me three months,' i. e., under inOf another: He has been a teacher in my Sunday school about one year; he was instructed for confirmation by me. He appeared really in earnest, and I received him into my school as a teacher, and have every reason to be satisfied with him.' This man was assistant to a tea-dealer. Another candidate writes: I have pleasure in stating, that the expense of a few months will be no object to me, should I not be found qualified at the expiration of six months.' I have brought these few passages forward from the letters remaining in my hands (I could easily add to them from those in the office), not so much with a view to show that those who are received have some knowledge of the art of teaching at the time of their admission, as to prove that it is not so much necessity as choice which moves the far greater number to become teachers. In almost every case there is a tendency towards the scholastic profession visible."

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It appears to your committee, that Mr. Moore's testimony on this point sets at rest the objection to adult training above referred to. It is probable, indeed, that some persons enter the institution merely for the sake of a reputable livelihood; but your committee trust, that even those who thus come for ordinary bread, acquire in the establishment a relish for higher food; that though they seek the profession of teacher for its respectability, they learn to love it for its sanctity.

Your committee attach great importance to the model or practising schools of this institution.

The boys' central school for practice has been conducted with the same skill and energy as heretofore, under the able management and instruction of the head master, Mr. Wilson. The young men who are received into training at Westminster, after being thoroughly exercised by the Rev. Mr. Moore in that amount of knowledge which is indispensably necessary to the wants of the children whom they will have to instruct, learn in this school those systematic methods of school keeping, and acquire those ready powers of imparting knowledge, which give them so much success in their profession. For it is not enough to educate the student and give him the best theories of instruction; he must have that practice which makes perfect; he must learn to reproduce his knowledge and to govern; he must pass through all that diversity of circumstances in a large practising school, in which he is sure to find himself when he enters upon the actual exercise of his calling. Accordingly, in this extensive school, the young men are entrusted with the care of each class in succession; and by thus coming in contact with so many varieties of temper and character, they obtain that experimental acquaintance with the human mind which is worth all the theory in the world. They are afterwards placed for a time in charge of the whole school, and in this way, by being accustomed to depend on their own resources, they gain that self reliance in the discharge of their duties, and that tact and readiness in emergencies, without which no teacher is fit to encounter the large and difficult schools in which the country now everywhere abounds.

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