NEW SCHOOLS AT SOUTH SHIELDS. MR. J. W. Pease, M.P., laid the foundation-stone of the new British schools about to be erected at the Tyne Docks, South Shields, on Friday afternoon. Sir Hedworth Williamson, M.P., Dr Bruce, and several other influential gentlemen, were present. Mr. Pease was presented with a silver trowel by the workmen at the docks, and after laying the stone he explained in a speech the circumstances under which the school buildings were about to be erected. Some time ago the directors of the North Eastern Railway Company, looking to the increase of the population in connection with their railway and docks, had made an appeal to the shareholders to be allowed to appropriate £500 annually to assist churches, chapels, and schools; but some of the shareholders had objected to their doing so as a body corporate, and they had then addressed a circular to the shareholders asking for subscriptions to aid in the erection of schools at the Tyne Docks. £900 had been subscribed for National or Church schools, and £300 for British schools; and as the result it was suggested that the British schools should be kept in abeyance for a time. But the workmen, who are a sturdy north country race, objected to the clergyman having the control of the education of their children-indeed to sectarian education entirely; and upon canvassing the families it was found that there were 900 children ready to be sent to the British or non-sectarian, and only 47 to the National schools. The workmen have contributed more money than the railway shareholders subscribed to their schools; and with the assistance of their friends and the sanction of the Privy Council they were in a position to lay the foundation-stone of their new building that day, it being determined to erect the national schools in another part of the district. The workmen have now a temporary school educating 250 children, as many as the building will hold, and have able teachers in their service. There was a soirée and public meeting in the evening. CORRESPONDENCE. To the Editor of "The Educational Record." DEAR SIR,-May I be allowed to draw the attention of yourself and my fellow-teachers to the method of measuring the success of a school at an examination by comparing the number of passes with the number presented. (See foot note to the Government Schedule of Annual Grants.) Of course this is understood to be but an approximate method, as many other matters, some of which cannot be represented statistically, help to form the whole character of a school; and were this its only fault, it would be hardly necessary to notice it, as no one would think of appraising the merits of a school by this test only. There is, however, a very serious objection to this method, and that none the less so on account of its apparent triviality, namely, that the standard of comparison (the number presented) is a variable quantity under the control of interested parties, the managers and teachers, who may present none likely to fail, and so obtain a good report, whether deserved or not. To make this plainer, let us suppose that in one school (A) 72 are pre sented, and 180 passes are made, while in another school (B) 80 are presented, and 225 passes are made. Then it is usual to say that the percentage of success is 83 in A and 94 in B. But suppose that the average attendance is 90 in A and 120 in B, and that these are made the standards of comparison; then the percentage is 67 in A and 62·5 in B. These last figures are more likely to represent the true state of each school, from the fact that the standard of comparison is absolute. That I have not forced a case for comparison will be plain to any one who will be at the pains to look into the annual blue books. Let him compare, for instance, the five boys' schools at Birmingham, in Mr. Capel's list, given in this year's report, and he will find that, instead of being in the order of merit there given, they should have been respectively second, fourth, fifth, third, and first. These are far from being the most striking examples adducible even from the same list, but are instanced as being probably similarly circumstanced. Of course, it would be unfair thus to compare two schools, one of which contains a larger proportion of scholars below Standard I. (infants) and above Standard VI. than the other. Hitherto, only the aggregate average attendance has been given in the school returns; but, as the Minute of February last requires that in future the average attendance of the infants shall be returned separately, it only needs to separate also the average attendance of those above Standard VI., to obtain a standard of comparison for rough and ready estimates as free from objection as any which can be proposed. Reverting, again, to the above schools A and B, we notice that the number presented in B is comparatively lower than in A; and the suspicion is but natural that, had the proportionate number (96) been presented, the percentage of success, as usually calculated, would have been lower. It is granted that it was open to A to withhold the backward scholars; but if the amount of the grant is a greater consideration to managers and teachers than the character of the report, a present 2s. 8d. or 5s. 4d. will be preferred before a possible 8s. next year, with the contingency of the scholar's leaving before them. It appears, therefore, that while the percentage of success is calculated as heretofore, the number presented will depend upon the consideration whether the object aimed at a large grant or a good report; and, all other things being equal, high percentages will characterize those schools where the funds are good, and the teacher's salary is fixed; and low percentages those where the funds are low and the teacher receives a fixed proportion of the grant; so that, in drawing up a table of merit, schools should be arranged in two lists according as the object aimed at is a large grant, or a good report; and where a school in one list makes the same percentage as one in the other list, that one is evidently the better of the two which aims at a large grant. The list in which a school should be placed may be ascertained by an examination of the financial return, and by inquiry as to what interest the teacher has in the grant. But if the standard of comparison be taken as I have pointed out it should be, then, as every pass will increase both grant and percentage, every scholar possible will be presented in all schools, and only one list will be necessary. I am, dear sir, yours respectfully, BOSTON, September 12th, 1867. J. B. MISCELLANEOUS INTELLIGENCE. STATE EDUCATION IN RUSSIA.-Particulars which have been recently published by the Russian Government, show that the total number of schools established directly by the State amounts to 35,300, and the pupils to 1,120,088, or about one and a half per cent. of the population, taking the latter at 70,000,000. As far as the estimated expenditure for 1866 can be analysed, the education of the above number of pupils cost the State about 6,000,000 roubles, or not quite 6 roubles per head per annum, or ls. 3d. per month. The charge for central administration increases the expenditure to about 6 roubles 50 copecks per head of the population under tuition. The national schools appear to cost the State 368,638 roubles, and the total number of pupils being 928,016, the expenditure per head is only about 1s. 3d. Almost every public department charges for the education of a certain number of children of employés, whose salaries are thus indirectly increased. The total sums borne on the estimates of the various departments for this purpose in 1865 was 7,563,311 roubles. As there is comparatively very little private or local initiative in the establishment of schools, the State is called upon to provide for the education of the masses. This it does by devoting little more than one per cent. of the total revenue to educational purposes. It has been observed in the St. Petersburg Gazette that far more is spent by the State in educating the upper than the lower classes. BRITISH AND FOREIGN SCHOOL SOCIETY. LEGACY, DONATIONS, NEW ANNUAL SUBSCRIPTIONS, &c., Subscriptions and Donations will be thankfully received by Messrs. BARNETT, HOARES, HANBURYS, and LLOYD, Bankers to the Society, 60, Lombard Street; and at the Society's House, Borough Road, S.E. J. AND W. RIDER, PRINTERS, 14, BARTHOLOMEW CLOSE, LONDON, E.C. PRINCIPLES OF EDUCATION (Continued) CONGREGATIONALISTS AND THE EDUCATION GRANTS EDUCATION OF THE POOR.-MR. BRUCE'S BILL NEW SCHOOLS AT SOUTH SHIELDS. Ms. J. M. Lease, M.P., laid the foundation-store of the schools about to be erected at the Tyne Docks, Soul Shel Friday afternoon. Sir Hedworth Watson, M.P., Dr Bu send other infiuential gentlemen, were present. Mr. Fee Presented with a silver trowel by the workmen at the docks, raying the stone he explained in a speech the circumst rtion the school batdings were abont to be erected. Some foe the directors of the North Eastern Railway Company, looking Increase of the population in connection with their railway and docks made an appeal to the shareholders to be allowed to appropriate annually to assist churches, chapels, and schools; but some of the Haldors had objected to their doing so as a body corporate, and they then addressed a circular to the shareholders asking for subscriptions Aid in the action of schools at the Tyne Docks £900 had bee sabel for National or Church schools, and £300 for British s and he the result it was suggested that the British schools should be in abogange for a time, ince alicated to the clergyman having the control of the e But the workmen, who are a sturdy north the elition indeed to sectarian education entirely; and po Aulies it was found that there were 900 children ready sh or non-sectarian, and only 47 to the National s Vruscio their schools; and with the assistance of their friends wwe contributed more money than the railway share of the Privy Council they were in a position to lay the of their now building that day, it being determined to choots in another part of the district. The workmen rary school educating 250 children, as many as the bu and five ahlo teachers in their service. There was a soiree g in the evening. To The Educational Record." Madalom to draw the attention of yoursel chor to the mood of musing the success of a school by company the sumber ass with the number bolso to the medule of Annual Gra mate method, as m statistically, he this its only fault wwld think of appraisi is method, and that hty, namely, that the variable quantity and teachers, who ed report, whether hool (A) 72 are pre |