making in its restoration, it is confidently anticipated, that it will be very nearly, if not quite ready, by the anniversary of its destruction, the 14th of January. Winchester Diocesan Training School. The half yearly examination took place on the 19th and 20th ult., in the presence of the very Rev. the Dean of Winchester, the Archdeacon of Surrey, the Rev. Dr. Moberly, the Rev. John Keble, the Rev. William Brock, and the secretary of the board, at the training school in this city. The subjects of examination were the holy scriptures, the liturgy, English history, geography, English grammar, arithmetic. In these subjects all the pupils were examined; and both the manner of reading, and the correct answering to the many questions proposed, called forth much commendation. The more advanced pupils were examined, some in the first book of Virgil, others in Cæsar, and in Algebra and Euclid. The exami nation in music by Mr. Long, was of the same satisfactory character, the written exercises bearing testimony to the zeal of their instructor, who has grafted a most important part, viz. on the theory of music, upon the Hullah system, as well as to the diligence of the pupils themselves. The report of the Rev. the Principal, as to the conduct and temper of the pupils during the half year, was unexceptionably good, reflecting equal credit upon their teacher and on the taught. The dean, with his usual kindness, presented two prizes, which were awarded, the first to Robert Lidgate, the second to William Head. John Hoad and George Mason, in the first class, and Henry Baker and Edwin Stephens in the second, were commended for diligence and progress in their studies. The dean gave also two prizes to Edward Stocker and John Hoad, proficients in the second class of music; and Mr. Long, to mark his sense of the great attention of the pupils, added to his usual prize, which was given to Wm. Head, a second, which was adjudged to Henry Hale. The pupils leave to-day for the Christmas vacation, and will return on the 18th January. The exhibition, vacant by the departure of one of the training pupils, who has obtained his certificate, will be open to competition, the examination for which is fixed for Monday, the 20th January next. A Judge's Views on Education.-The following is part of the charge of Mr. Justice Coleridge, at the last York Assizes:" One of the great engines which had always been looked to for the reduction of crime, had been the spread of education-and education, no doubt, had spread very largely throughout England. And some results with regard to that, were to be observed in the number of prisoners who were unable to read and write, having so much diminished. From the paper before him, he found that in the year 1837, there was a proportion of thirty-six per cent.; but it was now reduced to a proportion of thirty-one per cent., of those who could not read or write. But when he found on the face of a great increase of education of some kind, crime went on steadily, it lead to some misgivings as to how far education might be found an effective remedy. Far be it from him to detract from the importance of the diffusion of education, or to deny that it was certainly producing a great effect; but it led to the grave consideration whether the education used be entirely of the right sort-whether reading and writing alone-and he laid a stress upon writing, were desirable to be spread among the people, whether he did not mistake the true line and main object of education who rested his notion of its efficiency and improvement in some improvement of the population on these two particulars. There was another thing which should not only be made the basis but the superstructure, and ought to pervade the whole of it. What was the practical, the vital, the entire diffusion of the principles of religious truth in the hearts of the people? For these reasons, it had occurred to him, that in the reports or returns of prisoners, in addition to containing a statement as to whether they could read or write, the chaplins should be instructed to examine every prisoner as to the amount of his religious knowledge, and make a statement of it in the calendar; which should show what education was doing, and to what extent it prevailed among that class of the population who became the inmates of a gaol." Reform of the Young Criminal.-The Rev. John Clay, in his annual report of the Preston House of Correction, just published, dwells on "the difficulty of reforming a child who has been born and reared amidst poverty, neglect, and ill ex ample. The evil which has grown, and strengthened with his strength, cannot be remedied by the discipline proper to a gaol; nor within the term of imprisonment usually assigned to the (perhaps trifling) crime in which has been detected." Income of Schoolmasters abroad.-The Counsellor of Education, Von Turk, in his report asserts, that in Prussia, amongst 15,000 schoolmasters, are 12,000 whose salaries do not amount to 100 thalers per annum. In the Hanoverian States, the annual income of 436 schoolmasters is not quite 26 thalers each; 735 have an income per annum of 51 thalers; and there are 1,477 whose income amounts to 75 thalers. In the district of the Altmark there are at this very day many who are called "wandering schoolmasters," who have no fixed schoolhouses, and who are obliged to instruct their young scholars at intervals, at the residences of the parents and friends of the children. The school master in general takes his meals with the family in whose house the school is fixed. Russia. The Cologne Gazette states, from St. Petersburgh, that the Emperor of Russia, upon the proposition of the minister of public instruction, has given orders to send a certain number of students to Germany, Sicily, Italy, France, and England, to complete their education so as to be properly qualified to act as professors of colleges in Russia. Vocal Music in Denmark.-The King of Denmark has published two ordinances for the encouragement of the study of music. By the first of these ordinances a Royal School of Music is founded at Copenhagen for 30 males and 20 females, to be completed by the 1st of March next. By the second ordinance, singing is to be taught in all the public schools of large towns, and if possible, in all village schools. To our Correspondents and Readers. CAN any of our readers satisfy either of the following inquiries? A London curate desires some information, as to the management of evening schools in the metropolis? Such schools must be of great service to lads who leave our national schools at the age of 12 or 13; not only as keeping them out of bad company, but as giving them instruction, for which, when mere boys, they were not fit. Besides, if such a school were regularly established as supplemental to the national schools, and carried on under proper superintendence, it would go a great way towards solving the problem, so often mentioned in your pages, viz., how to keep up an influence for good over the pupils, after they cease to be mere children. "Perhaps some of the correspondents of this Journal can say, where such schools are established, or give the results of their experience in the matter." J. G. wishes to know the title of "any work bearing especially on school discipline, likely to render assistance to a national schoolmaster, having a low population, and much neglected by the parents, to instruct. Of course, the chief characteristics of his scholars are excessive rudeness, and impertinent demeanour; and he is desirous of making himself acquainted with every mode of creating order under such circumstances, his endeavours (of the usual kind in national schools, but as yet little of corporeal punishment) having been at present not so effectual as he desires." ON THE ESTABLISHMENT OF MIDDLE SCHOOLS. REV. SIR,-In a charge delivered by the Archdeacon of Chichester at the ordinary visitation in July 1843, there are some remarks which deserve the most serious attention of all who take a lively interest in promoting the welfare of their fellow men. After saying that "it is a remarkable fact, that in other countries of Europe, education has estranged the confidence and attachment of men from the teaching and practice of the church," the Archdeacon makes the following cheering statement respecting our own country :-" In England, where education is fullest, the church is strongest as education has advanced, the Church has rooted itself to a greater depth; every advance of education will directly confirm the hold of the Church upon the reason and will of the English people. It cannot be said, at least in an agricultural diocese, that it is not the church of the poor; and it must be evident to every man, that the upper, the literary, and the professional classes are characteristically attached to it." Then follows the description of an evil, the existence of which must be admitted by every attentive and thoughtful observer. "There is one class, I admit, among whom it has still to mature and extend its spiritual rule, I mean the middle class; and this is the only feature of our present state, which, when compared with other ages or other countries, may be called a critical feature of our times. It is perfectly true, that a middle class has existed among us for at least two centuries and a half, and that the same class has ever been the seat of an active spirit, which in times of excitement has before now been found opposed to the Church. At this day, the middle class has attained to a measure of wealth and numbers, and to a vigour of understanding and energy of character, unequalled in earlier times. But it is not penetrated by the pastoral ministry, as the upper by kindred and association, and the lower by direct instruction and oversight. It is therefore open to the inroads of sectarianism, and to theories of all kinds, social, religious, and economical. Perhaps in no one region of English society is religious unity so much wanting. It is full of fine gifts and sympathies, with strength of intellect, great activity, solid love of truth, justice, reality, and manhood. These are the elements of a noble character, capable of great things in the ministry of Christ's kingdom. Now these will be either for us or against us, according as we draw them into communion and brotherhood with ourselves. This then is the critical element of our day. All other difficulties and contentions, political and theological; all changes in our ecclesiastical system, and in the statute law, as it affects the Church, are light and transient compared with the fact, that between the lowest and highest of our people, there is a class numerous, wealthy, active, powerful, among whom the Church partly has neglected, and partly has been unable to discharge her pastoral office."-(Archdeacon Manning's Charge in 1843, pp. 42, 43, 44.) This a long quotation; but there is pleasure even in transcribing the words of one of those masters in Israel, whose healthy, hopeful language always furnishes so strong a contrast to the morbid despondency VOL. III. FEBRUARY, 1845. D of some writers of the present day; and moreover, whatever may be the value of the following remarks, your readers cannot possibly complain of the preface. The most stupid sermon must contain something good, viz., the text, and this letter will have a somewhat similar advantage. Now all who really trouble themselves to think, will readily admit the truth of the Archdeacon's startling statement, that the middle class is not penetrated by the pastoral ministry; and no churchman can contemplate such a state of things without much anxiety. What, then, is to be the remedy for this serious social disease? Are we to let the evil increase, as if it were incurable; or are we to endeavour to check it without further delay? The middle classes must be penetrated by the ministrations of the Church; all churchmen will allow this; but the question is, how is this to be done? It is not consistent with my present purpose to enter fully into this subject, and to point out the wisdom of the Archdeacon's suggestion, that we must make the Church "felt to be a living, earnest, beneficent reality." There is, however, one plan of the utmost importance, which it is most necessary to carry out with greater zeal and earnestness at the present time, and which may well be discussed in the pages of the English Journal of Education. Good schools must be generally established by the Church for the education of the middle classes. The children of the upper classes, and the children of the poor are in a great measure already being educated by the church, under the superintendence of her ministers; but to whom are the children of that vast and important middle class intrusted? What description of school is commonly frequented by those who possess, in spite of every disadvantage, so many elements of a noble character ?" One of her Majesty's inspectors of schools has furnished us with a sufficient answer to these inquiries. Mr. Allen, in his report on the state of the school at Failand Lodge, near Bristol, thus speaks of the education of the middle classes :- "So long as our farmers and tradesmen continue to send their daughters from home to receive education at boarding schools, it is to be wished that schools the same in principle, and in the character of their arrangements, as one should desire for one's own children, should be accessible at a moderate expense in all parts of the country. In training females, we are training the mothers of the coming generation. Means for the fit education of the middle classes are greatly needed. My knowledge of our common boarding schools for girls is drawn from the statement of others; but, certainly, if the boys at several of our commercial schools be examined on those subjects with which one most wishes that they should be well acquainted, they will be found inferior in attainments to those of a lower age at an ordinary national school.”—(Minutes of Committee of Council on Education, Appendix 1, page 155.) I must make one other quotation, and it shall be from Mr. Allen's report on the state of certain schools in Kent, Sussex, &c., and some other counties. "There are other inhabitants of our agricultural districts, who are often far worse taught than the labourer's child, I mean the children of our farmers; and unless these are properly educated, very little is done. The character of the farm servant depends in a great degree upon that of his master; and if a lasting and salutary effect is to be produced upon the lower classes, attention must be paid to the establishment and superintendance of good middle schools."—(Minutes, &c., 1841-2, Appendix 1, p. 191.) There are few parochial clergymen who cannot bear witness to the truth of this statement. The inspector speaks principally of the existing schools for boys; but those for girls, "the mothers of the coming generation," are (to judge from their fruits) even worse. If the essential object of Christian education be, as Mr. Gresley has well stated, "to train an adopted child of God to live to his glory;" if the three great branches of education are, "to inform the mind, to develop the faculties, and to promote good moral habits ;" then, indeed, these schools are utter failures. There may be some exceptions; but there are many good reasons for speaking thus harshly of the mass. It is indeed a painful sight to witness the results of such an education as that which is commonly received by the daughters of many tradesmen and farmers. Too often do we find them self-willed, vain, undisciplined, and very ignorant, with few fixed ideas about their duties and privileges as members of Christ's church. How different would be the result, if these adopted children of God were carefully trained, under the watchful guidance of his ministers, in seminaries of sound learning and religious education, and not in those schools which can only be regarded as mercantile speculations. If we really desire that the Church in her pastoral offices should make an impression on the middle classes, let us begin by educating the future mothers and fathers of these classes, and by endeavouring to train them up as dutiful and affectionate children of the Church. Instead of the present miserable boarding schools, let us establish good middle schools in all our large towns, and use our best efforts to persuade the middle classes to send their children to them. Without doubt such a change must be a work of time; but if we can once effect it, we shall, with the blessing of God, have done much towards removing what has been so justly called "a critical element of our day." Nor will it be always necessary to establish new schools; some of the old schools may possibly be rendered efficient, and the masters and mistresses be induced to place themselves under the superintendence of the clergy and the diocesan boards. By availing ourselves of existing schools, we shall gain two advantages: in the first place, we shall be released from the painful duty of taking their pupils from many, whose ignorance of a better system is their greatest fault; and again, by such an arrangement, wherever it is practicable, we shall save much valuable time. In most towns the system of “ mutual accommodation" is very prevalent, and will always render the establishment of a middle school, which shall from the very first support itself, a matter of great difficulty. There will be pupils, but several years will commonly elapse before there will be enough to support the school, which must consequently be in some degree dependent on public or private liberality. This difficulty will be partly avoided, wherever it is possible to remodel an old school; for in that case it will not be necessary to do more than modify the existing pecuniary arrangements. Every middle school will require some assistance at first; but when once thoroughly established, it ought to be made to support itself, in |