The report was then unanimously agreed to, and the declaration of trust passed, and it was referred to the committee to carry the recommendation into execution.

The Town Clerk announced, that he had received a letter from Mr. Lott, F.R.S., a member of the Court, stating that it was his intention to award a medal for proficiency in writing to the City of London School.

The letter was ordered to be entered upon the minutes of the Court.

with the society to which he aspires; and that a classical education is considered indispensable to the rank of a gentleman. Hence, as every one goes into business with the anticipation of wealth and consideration as the reward of his toil and industry, it is necessary to the fulfilling of his hopes, that he should be prepared to second the smiles of fortune by the requisite knowledge, stored up in his youth to be ready if called for.

In furtherance of the object of these lectures, it is proposed to appropriate a certain sum in each of the four following years, as prizes for the best essays that may be written by the pupils of the school on the same subject.

If the result of the proposed lectures should be such as to make it apparent that a continuance of a similar course of instruction would be advantageous, there is reason to expect that arrangements would eventually be made for a permanent endowment for that purpose.

Prize Lectures on Classical Elucation. -An advertisement appears in our present number, stating that a benefactor to the City of London School has generously offered to bestow the sum of fifty guineas, in two prizes, for two sets of not less than four written lectures, showing the advantages of a classical education as an auxiliary to a commercial education. The prizes are the gift of Henry Beaufoy, Esq., F.R.S., a gentleman to whose liberality the school is already indebted for the establishment of two scholarships or exhibitions to the University of Cambridge, of the value of £50 per annum each, which are speci. ally designed to encourage the study of mathematical science, with a view to its practical application to the use and service of mankind.

The object of Mr. Beaufoy in the present benefaction, is to benefit the humbler class of scholars, those destined for trade or the middle grades of commercial occupation, by showing them the advantage of attending to classics, and of combining a classical with a business education; to combat the feeling which is generally entertained by youths of this description, or by their pare:.ts, against this branch of study ;-and show that classics are a great auxiiiary to ail who choose to make them available for their own improvement and for relaxation from business, and have often proved the prelude to advancement in the world.

It is his wish to point out that trade is the legitimate road to wealth, which is the precursor to higher position in society; and that that position is easier attained and retained by a man classically as well as commercially educated, than by a mere man of business; that if suc. cessful talents raise a man to a more elevated station in society, his acquirements are expected to be commensurate

Church Schoolmasters' Association. The Annual Dinner of this Association took place on Thursday, October 23rd, and was attended by above 70 of its members and friends. From the report, which was read by the Secretary, the condition of the Association appeared to be highly satisfactory and encouraging. In the course of the evening the meeting was addressed by the Rev. T. Jackson, Rev. F. C. Cook, Rev. J. Allen, Rev. F. D. Maurice, Rev. W. Reid, G. F. Mathison, Esq., Harry Chester, Esq., John Hullah, Esq., and others. In addition to the above named, the following friends of the Association were present :The Rev. Canon Prower, Rev. E. Prodgers, Rev. T. M. Fallow, Rev. G. H. Fagan, Rev. W. Hood, E. Harrison, Esq., C. Boothby, Esq., &c., &c.

Meeting of Schoolmasters during the Holidays.-A meeting of schoolmasters and schoolmistresses for instruction, under a teacher sent down from London by the National Society, on the application of the diocesan board, took place at Worcester during the harvest holidays. About thirty masters and mistresses assembled in the school-room in Diglis Street. Mr. Holland was sent by the National Society to conduct the classes ; but for the first week, Mr. Wilson, the master of the Society's Central School, in Westminster, most kindly gave his services, and it is but justice to him to


say that his services were most efficient. Prayers were read twice daily, at the commencement and at the close of each day's proceedings. During the first week the classes of masters and mistresses were under instruction daily, from nine to twelve a.m., from two to five p.m.; and again from seven to eight they met for improvement in singing, under Mr. Sefton, of this city. Mr. Wilson was obliged to return to London at the end of the first week, much to the regret of those who had benefited by his assist

On the following Monday the classes met at the usual hour, under the exclusive charge of Mr. Holland. In the morning, the mistresses, after receiving religious instruction, repaired to the girls' school in Sansome Street, and were occupied till twelve o'clock in teaching, under the superintendence of Mrs. Jones. In the afternoon the masters pursued the same course in the boys' school, Diglis Street, under the charge of Mr. Allen, while Mr. Holland was giving instruction to the schoolmistresses. It was very gratifying to observe how readily they all applied themselves to the work-how punctual they were in their attendance-and what desire they mani. fested to make the best use of their time. We understand that Mr. Holland was very much gratified by the earnest endeavour manifested by all to reap advantage from his instructions; while his scholars, many of them far from being juvenile, were greatly pleased with the attention exhibited on his part to promote their improvement. The instruction was given in those points likely to be useful to them in their schools; religious teaching, cyphering, the best methods of teaching writing, Scripture history, geography, and grammar. Many valuable hints were also given as to the best way of managing schools.

A committee of the diocesan board assembled on the day of their separation, and after examining the accounts of expenses given in by the respective parties, assigned seven shillings weekly to each, in part of payment. In the afternoon, before they finally separated, the Rev. J. R. Wood, Canon of Worcester Cathedral, addressed to them a few very appropriate words, reminding them of their solemn responsibilities as the teachers of youth, and of the privileges which they had enjoyed in the instruction given them. He exhorted them to do their utmost in dependence on the blessing of of God, to give a good education to the children committed to their care, enforcing upon them that there was something more included in the word education than merely teaching children to read and write, and that their main object should be to train them in the fear of God, and so fit them both for time and eternity. At the close of the address, which was received with marked attention by all present, a most interesting circumstance took place—one of the schoolmasters, Mr. Hemming, of Stoke Prior, stepped forward and addressing Mr. Holland in a very appropriate manner, expressed his thanks to him, in the name of all the masters and mistresses, for the kind and patient manner in which he had conducted the classes, and begged his acceptance, in token of their gratitude, of a very elegant volume containing the services of the Church. A Bible was likewise presented to Mr. Allen, for the assistance which he had rendered them in his school. Such spontaneous marks of good feeling were highly creditable to the parties concerned, and could not but be very gratifying to the promoters of the plan. The expense to the Worcester diocesan board has been more than £40.

Books Received.
During the last month the following books have been received :-

An Ecclesiastical Biography, containing the Lives of Ancient Fathers and
Modern Divines, interspersed with Notices of Heretics and Schismatics, forming
a brief History of the Church in every age. By Walter Farquhar Hook, D.D.
Vol. 1., 12mo. pp. 595. (Rivington.)

Hints to Teachers of the Children of the Poor. By B. E. Johns, Normal Master of St. Mark's College, Chelsea. 18mo. pp. 55. (Parker.)

A Treatise on the First Principles after the method of Pestalozzi, designed for the use of Teachers and Monitors in elementary Schools. By Thomas Tate, Mathematical Master of the National Society's Training Institution, Battersea. 12mo. pp. 42. (Longman & Co.)

Notes on English Grammar. 18mo. pp. 70. (Simpkin & Co.)




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I have observed a deficiency of a serious nature in many boys who have come under my care, and one which we might not have been prepared to expect, viz., an extreme ignorance of the Bible ; by which I mean, a want of attaching any distinct meaning to the words of the Bible. They are often familiar with the words of Scripture-they can sometimes quote texts; but, if they are asked the meaning of the passages, their answer is vague and absurd. They have a general notion of the persons and places mentioned in Holy Writ; but, on a close examination, it often turns out that they are very far from realizing in their imagination either the actors or the scenes of sacred history; and I find that, while they will take pains to acquire distinct ideas of classical localities, or of men who have been famous in English and in French history, they seem quite satisfied to read the words of the Bible without connecting with them any ideas at all. What this may arise from whether from a superstitious idea that the words of Scripture, understood or not, will act as a charm, or from the undue preponderance which, in our day, sermons have acquired over catechising, or from the natural dislike of human nature to what is sacred and good, this is not the place to inquire. The question for us is, how we may best set ourselves to correct it; and on this I am going to speak as well as I am able.

But, before I proceed, I must make one remark,—that I am speaking at present only of the communication of religious knowledge, and not of that other and far more important part of religious education, which consists in training the feelings, imagination, and conscience. Information is one thing and education is another; and so religious teaching is one thing and religious training is another. I say this, merely because I should not like it to seem as if I thought that a religious education consists simply in storing the intellect with statements of religi

rines, and knowledge of historical facts. And now to return. How are we to bring sacred facts, and places, and persons before boys, so that they shall realize them? This is the question before us.

I think I should best explain my ideas of the method by taking a particular instance, and one which, if I am not mistaken, I have found useful myself.

Now it is a fact, that St. Paul travelled in certain well-known countries, in the greatest period of the Roman empire, preaching a religion which was destined to overthrow every other religion that was known on the shores of the Mediterranean : that during these journeys he wrote many letters; that the narrative of his journey has been written; that his correspondence has been preserved to us. How are boys to be made to read those writings, not only with a feeling that they are in




spired--we may trust there is no fear of this being forgotten—but also with a feeling that St. Paul really existed, really travelled, really wrote; so that they may follow his route as they would follow that of Alexander the Great, and realize the Acts of the Apostles as they have pleasure in realizing the history of the Crusaders? I think one of the most successful plans is to adapt, in as lively a manner as possible, to practical teaching, that method which Dr. Paley made use of so successfully in the Hore Paulina, when arguing against infidels, viz., to unite, closely and minutely, the reading of the Acts and Epistles.

For the sake of clearness, I will limit myself to one period of St. Paul's life, and I would consider one course of Bible reading to consist of that portion of the Acts which begins at chap. xv. ver. 36, and ends at chap. xxi. v. 17, along with the letters which the Apostle wrote during that interval, or select portions of them. I should even propose that a little tract should be printed as a manual, containing this portion of the Acts, with the letters inserted in a different type, each in its proper place...... Thus I may suppose I have before me this part of the Acts of the Apostles, containing the great central portion of St. Paul's life, that which came after his early visits to Jerusalem and Antioch, and his first apostolic mission, before his troubles in Judea, his speeches before Felix and Festus, and his voyage to Rome; containing also the prison scene at Philippi, the discourse at Athens, and the address to the Ephesian Elders at Miletus; and embracing likewise four of his earliest letters, those to the Thessalonians and Corinthians, and (if we may venture to compare the different parts of the Word of God), the two most important ones, at all events the two great doctrinal epistles, those to the Romans and Galatians; and all this associated with travels on or near the historic waters of the great Mediterranean, which must so often be brought before the minds of the older pupils.

Here we have a great deal in a small compass : we have journeys over interesting ground; we have scenes which may be brought vividly before the eye by the descriptions of travellers, and by the stories of great events, both before and since the time of St. Paul; but above all, we have letters written here and there by the traveller himself to different churches, as occasion required ; two from Corinth to the Christians of Thessalonica, whom he had just left; one to the Corinthians from Ephesus, when he had heard such news of them that he hesitated to visit them; and a second to the same church from Macedonia, when he had been cheered by the news of their repentance; one to the Galatians, when he had heard of the mischief done by Judaizing teachers ; and one to the Romans, whom he had long wished to visit, and to whom he wrote at great length on the eve of his journey to Jerusalem. Here are copious materials for presenting to the minds of young persons a vivid picture of the great traveller, who is also our inspired teacher, and the example of all missionaries. To indicate the details by which this may be done, would be superfluous--they will be found in abundance in the Horæ Pauline ; but I will just say, that the effect on boys' minds of comparing the letters and the narration-of finding an apparent discrepancy, and then finding that it is only apparentof seeing an omission in one place unexpectedly supplied from another; of


seeing an obscurity suddenly cleared ; of discovering what Dr. Paley calls

undesigned coincidence,” when it was least to be looked for-is to create a pleasant surprise, which tends to rivet their attention and excite their imagination. For instance, when it would seem from one passage, that on St. Paul's going to Athens Timothy was left behind in Macedonia, and finally joined him at Corinth ; and another would make it appear that he was with him at Athens; and when it can be shown, by help of a third passage, that he doubtless did come to the Apostle at Athens, and was sent back to Macedonia, and thence returned to join him at Corinth ; or, when the information condensed into one verse of the Romans, concerning the collection going on in Macedonia and Achaia, and the projected journey to Jerusalem, which seems omitted in the Acts where it would naturally have occurred, can all be gathered together by comparing scattered passages in the Acts and the letters to the Corinthians. In this way that sort of mental activity is excited, which is quite essential to the realization of a biographical narration : and a great deal has been done to help the student to read the travels and letters of the blessed Apostle, as the travels and letters of an actual person.

What has been said of a particular part of the life of St. Paul, applies also, more or less, to other portions of the Bible; and I would venture to suggest a few other courses of Scripture reading, which might be pursued in somewhat of the same method. Thus, for the Old Testament, I should think some extracts from the Books of Samuel, with a few Psalms inserted in the proper places; and the Books of Ezra and Nehemiah, with extracts from the later prophets, might be arranged and read with great advantage. As to the New Testament, harmonies from the Gospels, of the Nativity, of the Passion, and of the interval between the Resurrection and Ascension of our blessed Lord, obviously suggest themselves.

I should like to see these Bible readings printed in separate tracts, each with an appropriate title. Thus one might be called, “ The Life and Letters of St. Paul ;” another, “ The History of the Nativity of our Lord and Saviour;" and a third, “ The Passion and Resurrection of our Lord and Saviour ;” another would be, “ The Life and Psalms of David ;” and another, “ The Second Temple, and the last of the Prophets.” One advantage of this would be, that the having these portions of Holy Scriptures printed in a new arrangement, would attract the boys by its novelty, and help them to see the real bearing of words, which they had often heard and read without attaching any meaning to them. Another advantage would be that the Bible would be used somewhat less as a text-book, which mode of using it tends to make boys look on it as a common book. It gives one great pain, when one sees a New Testament thrown down carelessly on the floor, or when scattered leaves of the Psalms meet one's eye, lying in a heap of torn and neglected exercises ; and I should very much fear for the religious prospects of the boy who takes no care of his Bible.

But again, the course of Bible reading ought to harmonise with the course of the Christian year; and it would be a pleasant and useful thing to have a series of tracts in use, corresponding with the different

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