Training of School Masters.

53

which stated times are set apart in each school, so that each class of Christians may thus receive, separately, such religious instruction, and from such persons as their parents or pastors may approve or appoint.

The National Schools are, therefore, founded on principles which conscientious men of different religious denominations may and do embrace; and although from a misapprehension of the rules which the National System enjoins, respecting the use of the Scriptures, it originally met with much opposition, yet it has succeeded beyond our highest expectations; and reasonable men, of all parties, are daily manifesting more and more their approval of it.'

In regard to the training of teachers for these schools-a subject which had been agitated in Ireland, and which, it appears, had engaged the attention of the Lord Lieutenant, and on which he had desired information of the commissioners-we find the following remarkable statements. We say remarkable, because they show how nearly the views of those who have investigated the subject of elementary education, in Ireland, correspond with those of intelligent men in France, Prussia, Germany, the United States, and many other countries.

If we are furnished with adequate means by the State, not only for training schoolmasters, but for inducing competent persons to become candidates for teacherships, through a fair prospect of remuneration and advancement, we have no doubt whatever, that a new class of schoolmasters may be trained, whose conduct and influence must be highly beneficial in promoting morality, harmony and good order in the country parts of Ireland.

'It is only through such persons that we can hope to render the National Schools successful in improving the general condition of the people. It is not, however, merely through the schools committed to their charge that the beneficial effects of their influence would be felt. Living in friendly habits with the people, not greatly elevated above them, but so provided for as to be able to maintain a respectable station; trained to good habits; identified in interest with the State, and, therefore, anxious to promote a spirit of obedience to lawful authority, we are confident that they would prove a body of the utmost value and importance in promoting civilization and peace.'

In regard to carrying out and completing the noble plan contemplated by the Board, the Report has the following language.

Formerly, nothing was attempted in elementary schools fur

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Teachers' Qualifications.

ther than to communicate the art of reading, writing, and arithmetic, with some knowledge of grammar, geography and history. Latterly, teachers have made use of the reading lessons to convey information. Writing has been made subservient to the teaching of spelling, grammar and composition, and also to the fixing of instruction in the memory. Arithmetic, instead of being taught by unexplained rules, has been made the vehicle for conveying the elements of mathematical knowledge, and training the mind to accuracy of thinking and reasoning. Reading books have latterly been compiled on these principles, the lessons being so selected as to convey the elements of knowledge on a variety of subjects. And this introduction of intellectual exercises into the teaching of these elementary arts, has been found to produce a reflex effect upon the progress of the pupils in learning the arts themselves. Children are found to be more easily taught to read, when, while they are learning to pronounce and combine syllables and words into sentences, they are receiving information. Their writing proceeds better, when, while they are learning the mechanical art, they are learning the use of it; and they become better arithmeticians when the principles on which arithmetical operations are founded are gradually developed to them.

To teach upon this principle, it is absolutely necessary that the teacher not only be able to read, and spell, and write well, and be a good practical arithmetician, but that he be a person of general intelligence, having an extensive and accurate knowledge of the subjects treated of in the reading lessons. He must know much more than is expressed in the lessons themselves, or he will be totally unable to explain them familiarly, to correct the mistakes into which his pupils fall, and answer the innumerable questions that will be put to him as soon as the understanding of his pupils begins to be exercised on any subject.

It is, therefore, necessary that teachers should not merely be able to teach their pupils to read, write, and to conduct schools upon an approved system of discipline, but that they be able to aid in forming the minds of children, and directing their power of reading into a beneficial channel. The power of reading is frequently lost to children, and even becomes a source of corruption and mischief to them, because they have never been directed to the proper use of it; and it is, consequently, of the highest importance that, while they are taught to read, their thoughts and inclinations should have a beneficial direction given to them. To effect this, manifestly requires a teacher of considerable skill and intelligence.

'To secure the services of such persons, it is material that

suitable means of instruction should be provided for those who desire to prepare themselves for the office of teaching, and that persons of character and ability should be induced to seek it by the prospect of adequate advantages.

With these views, we propose establishing five professorships in our training institution. 1. Of the art of teaching and conducting schools. The professor of this branch to be the head of the institution. 2. Of composition, English literature, history, geography and political economy. 3. Of natural history in all its branches. 4. Of mathematics and mathematical science. 5. Of mental philosophy, including the elements of logic and rhetoric. We propose that no person shall be admitted to the training institution, who does not previously undergo a satisfactory examination in an entrance course, to be appointed for that purpose; and that each person who may be admitted shall study in it for at least two years, before he be declared fit to undertake the charge of a school; that during this time, he shall receive instruction in the different branches of knowledge already specified, and be practised in teaching the model school, under the direction of the professor of teaching.

'We are of opinion that, in addition to the general training institution, thirtytwo district model schools should be established, being a number equal to that of the counties of Ireland; that those model schools should be under the direction of teachers chosen for superior attainments, and receiving superior remuneration to those charged with the general or primary schools; and that, hereafter, each candidate for admission to the training establishments should undergo a preparatory training in one of them.

We think the salary of the teacher of each model school should be £100 a year, and that he should have two assistants, having a salary of £50 a year each.

'We consider that the teacher of each primary school should have a certain salary of £25 a year; and that the commissioners, for the time being, should be authorized to award annually to each a further sum, not exceeding £5, provided they shall see cause for doing so in the Inspector's Report of his general conduct, and the character of the school committed to him. We are also of opinion, that each teacher should be furnished with apartments adjoining the school.'

Appropriations appear to have been made by the government to enable the commissioners to carry out their plans; but to what extent we have, as yet, been unable to learn. The only information we can obtain is from the third Report, and is contained in the following paragraphs.

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Application to the United States.

'Considerable progress has been made in the buildings which we are erecting for model and training establishments. We hope they will be completed within a few months, and that we shall be then enabled to proceed extensively, and with effect, to the perfecting of teachers for our several schools. This is a work which we deem of vital importance to the whole system of national education.

We have not hitherto had it in our power to bring forward the class of teachers which we desire to raise up, but our training establishment will, we hope, enable us to do so, provided we can secure the services of competent persons by adequate salaries.

At present, the salaries which the funds placed at our disposal afford, are by no means sufficient to induce persons, possessing the requisite qualifications for teachers, to devote themselves to our schools.'

There is much that is cheering in these accounts of improvements in elementary education, from a country in which they are so much needed. Nor is this all. The views of the Board of Commissioners in regard to elevating the intellectual and moral qualifications of teachers, and the means by which so desirable a work should be accomplished, are exceedingly instructive. We sincerely wish to see the question fairly before the American community, whether special schools for the instruction of teachers, model schools, boards of education, superintendents, &c. are wholly of foreign growth, and ill calculated to flourish in our western hemisphere; or whether they might not be advantageously introduced-we will not say transplanted, since many seem so unwilling to transplant any thing foreign, but folly and vice-into our own United States. Many, we know, have settled this question for themselves, long since; but it seems as yet never to have been fairly brought before the sovereign people; and there are some who are conscientiously opposed to it. We say again, we are anxious to see the question fairly up; and if this article should have any influence in effecting such an object, we shall not regret its extension beyond the limits originally intended.

Who are most fond of Fiction.

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INFLUENCE OF FICTITIOUS WRITINGS.

WHEN it was reported, some time ago, that the packet ship Susquehanna was taken by pirates, a friend of correct education observed to me; I hope the pirates will be overtaken, and, captured and executed; but if they should be hung, I hope Bulwer and Marryatt will be hung up with them.'

At first, such a sentiment seemed to border on the vindictive, and it was difficult to approve of it; but when we came to consider it more fully, and to hear the individual's own explanation of his meaning, the case was somewhat altered.

These novel writers,' said he, by their writings, assist in educating the community to the blackest crimes. Far be it from me to say they do it intentionally; perhaps they think the tendency of their works is quite otherwise. But if so, they make a most serious and unhappy mistake-a mistake too, for whose consequences they must certainly be held in a greater or less degree responsible.

'Do not men know,-they who are as intelligent as Bulwer, and as deeply read in human nature as Marryatt-that while they describe, in such glowing terms, the character of the ruffian or the desperado, there are hundreds and thousands of their young readers who sympathize with him, and-such is human nature-are gradually, in spite of their better judgment, and in view of the final results, "transformed into the same image?"

We could not-we repeat it-avoid thinking there was something of truth in the views of our friend, on this subject. What he says, at least deserves consideration. The works of the authors alluded to, and others of the same general class, have an amazing influence, at the present time, in this country, as is evinced by their rapid sale. Whether they do or do not educate to vice and crime is, therefore, a question of deep and paramount importance.

So far as we have observed for ourselves, the majority of those who are most fond of writings of this description, are very far from being most likely to receive the right sort of impressions. They are persons who are living on excitement. Their very blood is in a feverish state-to say nothing of the state of their brain and nerves. They have been nursed in hot rooms, and cradled in feathers, and dandled on couches, and fed on stimu