The following hymn has been communicated by a Schoolmaster in Wiltshire, with the remark that "great improvement is wanted in School Music, for that though much is published it is generally of an inferior character, either descending to unmeaning puerilities in the words, or to affected simplicity in the music.”

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O. eyes.

your stipends are paid,-the Mistress to whom you are ap and all interested in the pr the School,-look to you to r instruction of the children m perfect than it was, or could you were engaged as Pupil Take care that their reasonab tations are not disappointed any fault of yours. The when he visits those schoo have the advantage of Pupil hopes to see the children not intelligent and better taught t in other Schools, but giving deeper religious feeling, and tone of moral principle. R how much depends upon your and let it be your daily end use every means in your p bringing about so happy a res

conducted by Masters and Mistresses,
and these have been helped by some of
the children acting as monitors; but it
has only been within the last few years
that the plan of apprenticing Pupil
Teachers has been adopted to any extent.
Little, therefore, has been thought, and
little written upon the special duties
which fall to your lot; and perhaps a
few hints from one who feels a deep in-
terest in the work in which you are
engaged, may not prove unacceptable.
In this and some future letters, I pro-
pose to take up some points which ap-
pear to me to be of practical importance.
The first thing I would say is this,
Try to form a right estimate of the posi-
tion you occupy. School-children, when
they are made monitors, often seem to
look upon it as an object of ambition to
be raised above the other children, to
exercise a little authority, and to be-
come teachers of others; the same
feelings may sometimes be traced in
pupil-teachers: they have besides an
opportunity of gaining further instruct-
ion by staying longer at the school, and
at the same time are paid for their
trouble. I am afraid that many Pupil-you are apprenticed for a ce
Teachers have very little higher ideas in order to learn how to teach
of the office they hold, and therefore are a system which is common
never likely to fulfil aright the duties trades, and those who spend th
it imposes. But I would have you their apprentice-ship dilige
remember two things:-(1) You are bend their minds to become
engaged now to use all your powers and skilful workmen, are those wh
energies in forwarding the objects of best afterwards in whateve
the School; and (2) You are training they engage; but if this is
yourselves for a post of great useful- for common trades, how much
ness and responsibility to which you it for you? The youth who w
may afterwards be called.
a carpenter, or shoemaker,
smith, has a good deal to lear
must not only take pains to m
self acquainted with the mate
in his trade, aud the best way

I. Your duty towards the School is
to do everything that lies in your
power to increase its efficiency. You
are a portion of the living machinery

II. But you have not only duty towards the School in w are employed, you are lookin to be placed in very importa tions when you are old eno Masters or Mistresses yoursel are now in training for those s

ART-EDUCATION.

draughtsman has an instrument in teaching Geography, Physical Science, and other subjects, which enters into every-day use. And it is one which will interest his children, and gain their respect and confidence, as well as give them clear vivid impressions. The Educator should aim at a complete technical education for himself: ability in drawing is essential to this, and will greatly improve his work and make it easier.

We trust also that this scheme may help to promote the diffusion of art education in elementary Schools. This purpose, of course, is its prominent feature. Until now no appreciable progress has been made in this direction. But if Education is to prepare the children of our English Schools for practical life and influence their future occupations, any instruction which would bear upon the practice of the fine arts, and the production of our native manufactures, is of the utmost importance. English workmen connot compete in design with those of the Continent; for this reason, there is a marked inferiority in our textile, fictile, and other art manufactures, to those of France or Germany.

and formal beauty into his workmanship. You must arouse and develope within his mind the inner sense of propriety and beauty, and teach him how to embody it in form, if you would make him a more effective workman and place him on a level field with the foreigner.

These remarks, of course, have special reference to Schools placed in the districts of manufacture; and it is to these districts that the arrangements we have noticed apply. But we think that more might be done at a slight expense of time and with little difficulty, to introduce the rudiments of drawing into general elementary Education. Such instruction would be useful in many industrial pursuits which are not included within the category of artmanufactures.

And would it not be practicable thus to awaken within the child's mind a taste for drawing, which would serve to relieve the monotony of the man's daily toil, and fill up his leisure hours? We want to open out more sources of enjoyment and innocent recreation to the labour-class. Let us do what we can to give them purer tastes and more rational amusements. It is with deep regret we regard the selfish exclusiveness which decries such endeavours. Those who would forbid us to place more intellectual gratifications within the reach of the multitude, have much to discover about human nature, — larger, kindlier views to learn towards their fellow-men. And they know little of the positive evil which mental inaction entails upon the working classes. Why should we only confine their thoughts and interests within the bounds of their mechanical employments, and leave them no resources on which to fall back in that large margin of life which is not absorbed by labour? Why not seek to spread amongst them such harmless tastes and pursuits as The main reason of this is that art- may make their home-life more cheereducation is not accessible to the Eng-ful, and beguile their vacant evenings lish artizan. He has no skill in design, and his taste has not been educated; hence he is unable to infuse elegance

"Let any mercer place the silk that comes from Spitalfields beside that which comes from Lyons, and tell us if the one in point of elegance of design will bear any comparison with the other. Let the English watchmaker place his watch beside the delicate fabric of Geneva, or his clock beside that which comes from Paris, and tell us whether it be not rude and clumsy in the comparison. Let the English china-maker place the manufactures of Worcestershire and Yorkshire on the same table with those of Sevres or of Dresden, and the superior beauty of the foreign article is visible at once. We are beaten out of the market whenever it comes to a question of taste."

and the hours in which they are dis-
abled by sickness.
We would en-
courage therefore all attempts which