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old school have to say on the subject; but we should like to hear it fairly discussed by professionals, whether, and how, the publication of cheap music tends to benefit or to injure them. We believe our musical friends will be pleased with the "Musical Bouquet" Editions of the Fantasias to which we now direct their attention.

"the Soso or Peace." Words by J. Mortimer; Music by Stephen

Glover. Third Edition. B. Williams. This is one of the many songs on the war subject which have appeared during the past year. Mr. Stephen Glover has done ample justice to the words, and the fact of a third edition having been required tells well. It is in E flat; the highest note F on the fifth line; the lowest D below the stave. The accompaniment in Mr. S. Glover's ordinary style. We should subjoin the words, but want of space compels us to keep them back for our February number.



The following is a copy of a letter addressed to the Chaplains of Female Training Schools relative to the Christmas Examination:—

Committee of Council on Education, Council Office, Whitehall, 8tk November, 1854.

Rev. Sir,—You are aware that the Rev. H. Moseley, her Majesty's Inspector, has submitted to my Lords a syllabus of studies for young men under normal training for the office of schoolmaster.

This syllabus, based upon the scale of grants, which is introduced by the Minute of 28th June, 1854, defines the subjects of examination for the end of the first and second year's residence respectively. (Vide Minutes, 1853-4, p. M.

Mr. Moseley's proposal, approved by my Lords, has also met with general concurrence among the managers of male training schools, and will be put in practice at the examination to be held next month in those institutions.

Under such circumstances, and seeing that the Minute in question applies equally to female colleges,—seeing also that the insufficiency of a single year's training has been proved quite as conclusively in the case of females as in that of males, it at once became a question with my lords whether they should not recommend an analogous division of studies for the female colleges.

For this purpose their Lordships requested the Rev. F. C. Cook, as

the most experienced of her Majesty's inspectors in the training of schoolmistresses, to report to them upon the subject; and I have the honour to enclose a copy of that gentleman's observations.

Mr. Cook considers it advisable to adhere to the present form of Examination Papers, which, without being different for the first and second years, nevertheless affords scope for exhibiting1 progressive attainments by means of the division into elementary and supplementary parts.

Mr. Cook thinks that a more marked division would accord less with the requirements of female training. "He proposes, however, as you will see from his Eeport, to introduce an important change into that part of the examination which consists of an oral exercise in teaching.

Mr. Cook proposes to dispense with this exercise at the end of the first year, and to concentrate the whole of it (for both years) into an exercise of the same kind, to be performed at the time of the inspector's annual visit, and to be recorded for consideration along with the paper, to be worked in the following December.

Their Lordships concur entirely in the propriety of these recommendations; and my Lords do not doubt that they will equally meet with the concurrence of the managers of female colleges. Their Lordships have it in contemplation to put them in force in December next.

In the coming examination my Lords will, in each instance, add to the marks for the written exercises an average number of marks for the omitted oral exercise. This will guard against any general derangement of the class-list such as might result if the list were to be made up entirely from the marks given for work upon paper. Individual students, whose strength may lie in this exercise, will still have the benefit of their more than average proficiency when the time comes for fixing their certificate, pursuant to the 11th section of the Minute dated 20th August, 1853. —I have, &c.

The Eev. . B. E. W. Linger.

The Report of Rev. P. C. Cook, referred to in the preceding communication.

30th October, 1854. Sir,—In the Report which I have lately completed upon the Pemalc Training Schools, I have given an account of the results of the examinations in each subject of instruction during the last five years, and have stated the modifications which, after a full inquiry and conference with the officers and managers of those institutions, I consider likely to promote improvement in those subjects which are most important to teachers of elementary schools.

Upon the whole, I am quite confirmed in the opinion which I expressed when consulted by you last autumn, that no considerable change is at all necessary; and for these reasons:

1. The subjects of examination include all that is requisite for teachers of good schools; and the papers are so constructed as to give an opportunity to the few who are candidates for the highest certificates to show the extent of their attainments.

2. The course of reading required to pass the examination is not too extensive ; it does not include any subject in which the greater part of the students have not been previously instructed,-none in which Queen's scholars have not already displayed a fair amount of information. The examination requires so much knowledge of Holy Scripture, arithmetic, the English language, geography, English history, and school-management, as ought to be possessed by every schoolmistress, and it requires no more.

3. The managers of the Training Schools have expressed their entire satisfaction with the present form of the examination; and I have not attended any meeting of the committees of management without submitting this point to their consideration, and have invited discussion; this year not a single objection has been made.

i. The results of the examinations, both a3 regards the proportion of certificates and the marks awarded to each subject, have been satisfactory. The continuity of the improvement, and the equable progress in elementary subjects, are especially remarkable, as appears from my Report this year.

5. Papers upon each subject could not be set separately for pupils of the first and second year without interfering with that classification which the principals of Training Schools find experimentally to be most advantageous.

I therefore propose to leave the general form of the examination unchanged, with the following exceptions, for which I have assigned reasons in my Report.

In the religious papers, and in those on arithmetic, grammar, geography, and domestic economy, I propose to increase the number of questions in the supplementary sections; to give general directions to the students of the first year not to touch this part of the paper until they have completed the former; and to allow the students of the second year to choose freely from each.

In the paper on English history, the elementary questions to be general, such as can be answered by text-books in common use. The supplementary questions in three sections, each referring to a different epoch. The same discretion to students.

On school management only I propose to set different papers to the students of the first and second year. The first containing questions on methods of teaching, the second on school organisation and on the principles of teaching, together with an essay.

One change, however, of great importance I would propose for your immediate consideration. It refers to the inspector's Report on the personal qualifications and ability of the students.

At present the students give lessons in the presence of her Majesty's inspectors at Christmas. The object is most important, viz. to impress upon them and the managers the fact that their Lordships regard skill in teaching as the most essential qualification.

But the result is not satisfactory, and, as I believe, for the following reasons

1. The student is anxious, in a state of excitement, her mind and energies being quite absorbed by the written examination.

2. The classes of children cannot be collected without much difficulty, and the lessons so given are positively'detrimental to them.

3. The Reports of the various inspectors are not and cannot be made with reference to a fixed and uniform standard. I have observed that the comparative results of this part of the examination do not correspond with the actual condition of the several institutions.

I could give other reasons, but I believe that there is no difference of opinion either as to the importance of hearing such lessons, or as to the defectiveness of our present system.

I would therefore propose in future that a list of those students who have passed the examination at the end of the first year be forwarded to the inspectors of training schools; that he and the district inspector hear each of those students teach a class when they inspect the training school; and that the report which they then make be taken into account at the end of the second year.

That the inspector of training schools shall also make a special report upon the comparative efficiency of the teaching in each and every institution.

From this plan I consider that the following advantages are likely to accrue:

1. As an interval of some three to five months will pass between the examination at the end of the first year's residence and the inspector's visit in the course of the second year, the students will have an opportunity, as well as strong inducement, to direct their attention to the practical work of teaching.

2. The managers will feel that their work is appreciated, and that it has been tried with reference to its relative as well as absolute efficiency.

I have considered this point, moreover, with reference to the inspec

tion of training schools. It will undoubtedly increase the labour of the inspector who is charged with the inspection of the training schools, but it will give definiteness and a strictly professional character to his work. It will become his especial duty to form a judgment upon the system adopted in each college for the formation of practical teachers, and upon the degree in which each student profits thereby.—I have, &c,

(Signed) F. C. Cook.

The Secretary, Committee of Council on Education.


We beg to assure the numerous correspondents who have written to us on the subject, that their communications to us, unless sent for publication, are considered strictly confidential, and that no School Committee or authorities would be absurd enough to expect as to give any information respecting our correspondents. We also beg to state that we are not officially connected with any Educational Institution.

We cannot undertake to reply by post to letters of inquiry, except in a few particular cases; neither can we return rejected MSS., unless stamps are forwarded to defray the expense.

We can take no notice of anonymous communication) of a personal nature, unless an easily available method of obtaining corroborant evidence is pointed out to us. Any such letters received by us after this notice, we shall either destroy at once, or forward to the party assailed in so cowardly a manner.

Answers to Correspondents will be arranged as much as possible according to subjects.

V We must beg the indulgence of our numerous correspondents who have written to ns on the subject of Needlework. We will do our best to meet their wishes, but there appears to be very conflicting views on the subject. Should we be guided by the majority?

%* It will be perceived that our letter-box has not been useless. We have received other letters, which we shall notice in the February number. Communications should be forwarded to us by the 21st of each month.

LANGUAGE, GRAMMAR, &c. Adjective used at a Verb. (L. L.) We cannot agree with you in thinking that in such a colloquial sentence as the following—" She professes to dislike all, and yet she is sure to ' dear' each one "—dear is a noun used as a verb. In nearly all cases in which dear is used as a noun, it might be construed as an adjective,—substantive, understood or implied.

^ireement. (Y.) Incorrect. You would not say " Those class of people; " kind or sort

is used nearly, if not quite, in the sense of class. English-French. (J. F.) It is an allusion to the "Nonne a Prioresse " of Chaucer

(Canterbury Tales, Prol. 4).

atrtD JFrcnch she spake ful fagrt anS fctislg,
■after the srholr of 5jtratfariJr=attc=bou)C.
JFor jFrcnchc of yaris mas to hire unfcnouir.

The allusion is common, for it is frequently applicable to teachers in this age of
"parley-vooing," when thousands of learners who profess to "parlais Francois une
pt*" could not utter a sentence intelligible to a Frenchman unless he could under-
stand them when they addressed him in their vernacular tongue.
Received: R. H.—M. A. L. (Knightsbridge)—M. A. L. (Bloomsbury)—C. J.—Gram-
maticus (declined with thanks)—P. W.—A. B.

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