year; which appears to imply that there were others, probably of inferior note, but how many in number we have no opportunity of judging. Their progress therefore, in enlarging the field of education, is not to be estimated by the number of schools which they enumerate in their connection. But independently of the old schools, which they too much confound with their own, the number of schools of the erection of which they have entirely the merit, is undoubtedly very great; and such a spirit seems to be called forth, and to animate the clergy all over the country, as promises finally to cover the land with schools; and to leave no portion whatever of the population incapable of deriving instruction from books. This is a benefit for which society will owe them much; and for which it shall not be any fault of ours if they receive not appropriate acknowledgement and gratitude. In many directions we think that their influence is exerted to the disadvantage of the community. We shall never be slow in declaring where we think it is exerted for its good.

To the statements which we have copied as above, the society adds: "As many other schools are founded, or re-established with considerable enlargement, on the same plan, it is presumed that the whole number of children taught may be estimated at double that number, or more." This is very vague, and of course unsatisfactory. As far as we are able to see, as far at least as they have given us to see, they have no authority for this conjecture at all. This is a state of ignorance which is not creditable to them. With their opulent funds, and their alliance with power, there is not a fact connected with the state of education, of which they ought not to be in full possession. The bishops might procure a report, or rather periodical reports, from every parish within the boundaries of the church. It is somewhat ex

traordinary that this was not one of the very first operations which they set on foot. It requires but feeble powers of reflection to see its importance-to see how much it would conduce to the great end in view-how much shame would operate in one place, ambition in another:-and surely to those to whom the superintendence of the machine is committed, it would be highly useful to have before them a map, as it were, ofthe education of the country; and to know exactly where their exertions are required, and where the ends they have in view were already fulfilled. With pecuniary means, even devoid of authority, much might be done. The National Society would act wisely for the cause, by employing several properly qualified persons, as missionaries of education, who should pervade every part of the country, and at once collect information of every important fact, and exert themselves to

form societies for the erection of schools, in every town, and in every district. If some of these manly and effectual methods are not employed, the National Society will find the ardour, which novelty produced, will gradually cool; and their exertions will soon cease to be as happily seconded as they have hitherto been. Their pace will become heavy and slow, even if their own zeal should continue unabated. The good can only be done generally, and quickly, by the general spirit of the nation; and nothing should be left unaccomplished, which is evidently well calculated for keeping that spirit alive, and exciting it to the utmost.

Among the more particular proceedings of the society, they begin with the mention of the "Central school in London." The establishment of this was, they say, an important object in their eyes. The purposes for which they destined it were, first to serve as a pattern, or model, to others, of a school for the instruction of the poor, as they call them, that is of the labouring classes; and secondly, as "a store-house, from which the means of the new system of instruction might be derived, and propagated through the whole kingdom." By the latter expression, we suppose, they mean to denote the function of training schoolmasters, for the new schools, which may rise up in different parts. The society declare, "that they have now brought this part of their plan to the perfection they wished." The expense of this school, "including the inside furniture, and all the alterations, has amounted to 46771. 7s. 9d., though many of the workmen had given their profits in part, others in the whole, to the charity. The sum," they add, "may be thought large: but it is to be considered as expended not for the benefit of the metropolis alone, but to enable the society the more effectually to diffuse the advantages of the system to the very extremities of the kingdom." The following is the account of this model school, which the soeiety have published in their appendix, No. VIII.

The present State of the Central School, Baldwin's Gardens.

ARRANGEMENT.

"The Central School is divided into two rooms, well lighted and ventilated : : one for 600 boys, and the other for 400 girls, allowing six square feet for each child,

"The building is perfectly plain, and fitted up in the simplest manner, the walls white-washed, and the floor level. Writing desks, having in front a single row of benches on which the children sit to write in successive portions, are placed round each school against the wall, with the top ledge about three inches from it, so as to admit the slates on which they write to hang from hooks fixed 14inches asunder in a slender

deal rail, fastened to the wall about half a foot above the ledge. At the lower end of the school are placed the sand trays, extending across the room, at which the alphabet and stops are taught, and the under classes write a portion of their reading lessons. The rest of the room contains only a desk, on which lies a book for the insertion of visitors' names, and a few moveable forms in the boys' school, and two large work tables and forms in the girls' school; the area being left as open as possible, to allow full space for the classes to form, and the children to pass freely to and from their places.

The schools,-in which the Madras system is strictly* observed as well in the mode of tuition as in discipline,— -are divided into aisles, and each aisle into classes of not more than 36 in each; the only rule for classification being the qualifications of the children.

"To each class are attached a teacher, and assistant teacher, who have the entire management and direction of such class: the teachers being selected from a superior, and the assistants from their own, or the class immediately above them, and, in whatever class they have charge, reading a portion of the lesson in turn with the other children. "To each aisle is appointed a sub-usher, who sees that the teachers do their duty; and over each school presides a head-usher, or monitor.

"The schools open precisely at nine with prayers, consisting of the 2d and 3d collects of morning service, the Lord's prayer, and the grace of our Lord," read by one of the children and every child not present at prayers, and not assigning a satisfactory reason for absence, is detained after school-hours from five to thirty minutes.

"After prayers the first aisle cipher till ten-learn by heart religious exercises till half past ten-write till eleven-and read till the schools are dismissed, at twelve.

“Second aisle write till half-past nine-learn religious exercises till ten-read till eleven-and cipher till twelve.

"Third aisle learn religious exercises till half-past nine-and read and write alternately till twelve.

"Afternoon.

"The schools re open at two. The girls' school, still in classes with teachers, assistants, &c. learn knitting and needle-work till half-past four, and arithmetical tall still five.

"The boys' school-first aisle cipher till three-write till half past three-read till half-past four,-and learn arithmetical tables till five. "Second aisle write till half-past two-read till half past threecipher till half-past four,-and learn arithmetical tables till five.

Third aisle read and write till half-past four, and learn arithmetical tables or cipher till five; at which hour both schools are dismissed

*

See "Elements of Tuition," &c by the Rev. Dr. A. BELL, in which the particulars of the system are fully detailed.

with the Gloria Patri, sung by the children after prayers read by one of the children, as in the morning, with the substitution only of the 2d and 3d evening collects for the two morning collects.

"The religious exercises learnt by heart are the Lord's prayergrace before and after meat-2d and 3d collects of the morning and evening service-prayer on entering and leaving church-the catechism entire-and the same broken into short questions.

"The books in reading, for which the children are prepared by previous instruction on the sand trays, are-National Society central school, No. 1. or cards (taught card by card, first by previous spelling, then by words)-National Society central school, No. 2.-National Society central school, No. 3.-the sermon on the mount--the parables, the discourses, and the miracles of our blessed Saviour-Ostervald's abridgement of the Old Testament-and Mrs. Trimmer's abridgeinent of the New-all taught in the usual way, except that the spelling columns No. 3, are first read syllabically and then by words: then follow the Bible and Prayer-book, to be put into the hands of such as by means of this initiatory course have attained to good reading.

"The ciphering exercises begin with arithmetical tables for the use of schools on the Madras system' in order, viz. the tables of numeration, counting as far as 100 forwards and back wards, of addition, subtraction, multiplication, and division, and tables of money; after which the children proceed in the same order to the practice of the rules on slates, ending with compound multiplication and division.

"The writing exercises begin with the letters, figures, and stops, in the sand trays, and then proceed to writing on slates, until sufficient progress is made for occasional writing in copy-books."

We do not give any particular description of the modes of teaching, because they are the same with those which are described in the pamphlets of. Dr. Bell, with which we take it for granted that our readers are in general acquainted.

The schools to which the funds of the society had contributed in the interval of the two meetings were 27. Of these the school in Westminster, and a school erected at Oswestry in the diocese of St. Asaph, are the principal; that in Westminster, because in a leading and populous city; that in Oswestry, because in a place "which (in the language of the Report) is the key to the Principality; and because," say the society, "it may be considered as a central point, at which masters may be trained for Wales, and from which the system may be disseminated through that part of the empire."

Of youths taken into training for the purpose of becoming school-masters, the number during the year preceding the publication of the report was 37. Of these no fewer than 17 were in the course of that same year prepared for service; and were "fixed as permanent masters in different parts of the kingdom,

after having rendered temporary aid in many other places. Beside the masters thus taken and employed, the society receive young persons sent by the diocese and district societies for the purpose of being trained. Of these no fewer than 45 had, in the course of the same year, been returned as qualified for their inportant office. These are facts of great importance. And the report adds, "the extent to which the system has been spread is very inadequately represented by the above numbers, as the central schools of many dioceses and districts have been instrumental as well in sending out training masters, as in the instruction of masters sent to them for that purpose.' This is cheering so far as it goes. But why do the society, here again, rest satisfied with vague conjecture, when they might ascertain the facts? The Norwich and Winchester societies, it seems, volunteered in giving information on this important point; the one had instructed 12 masters and one mistress, the other 20 masters and five mistresses. The society ought to have been in a condition, to tell us the exact number which have been trained in the whole connection,

In the parish of Whitechapel, a part of the metropolis, two schools already existed, conducted on the plan of Dr. Bell; educating 470 children. A most useful inquiry was set on foot, to ascertain the number of children in the parish who still remained deprived of the means of education. A personal investigation was made, when it was ascertained that no fewer than 2,200 children still existed in the parish above the age of 7, and destitute of all means of acquiring the invaluable faculty of deriving instruction from books. An effort was made to erect another school for 1000 by the subscriptions of the parishioners and others. But though money was liberally contributed, the amount was still so far inadequate, that the National Society gave 3007., and expressed their willingness even to add to that sum, rather than see the object defeated. They state that another school of equal dimensions is in great forwardness in the parish of St. Mildred, in the heart of the city, under the patronage of fourteen of the aldermen.

The National Society have formed a ladies' committee for the purpose of inspecting the girls' school; who are chosen annually, and perform their duty by monthly rotation in divisions of three; the duty consisting in frequent inspection, and noting whatever they see worthy of praise or blame, in a book which is kept for the purpose, and read to the school committee at each of their 'meetings, when correspondent measures are adopted.

Among the circumstances which contribute to the progress of