Nine

cap for joy at getting rid of the mysteries of the pence and farthings tables and the compound rules. We can hardly think that any cause for delay can be found in the doubt as to what decimal system should be established. tenths of all who have given a thought to the subject concur in the opinion that the pound and mil system is the only one possible, and if the Government would only announce that they have decided on that system, though the immediate carrying it out be postponed, no small step in advance would be made.

"Messrs. Longman have published a work by Mr. Tate at the price of 9d., which will enable any person to make himself thoroughly conversant with the subject. The Companion to the British Almanac for 1857 contains an article by Professor De Morgan well worth perusal. It is written in his usual clever, dogmatio, flippant, knockdown style, qualities which rather detract from its persuasiveness; but no writer better understands the question, and it, as well as articles on the same topic in former Companions, should be read by all who wish to comprehend the matter in all its bearings."

The Literarium.-Mr. Crampton, Master of St. John's Wood National School, delivered at the Monthly Meeting of the United Association of Schoolmasters, a Lecture on the GOVERNMENT OF PUPILTEACHERS.

It contains some sensible remarks. We extract a few from the pages of the Literarium, where the lecture is reported at length:

"Consider for one moment of what vital importance it is that no means should be left unemployed to make these youths champions of truth and integrity. Who can place a limit where their influence shall stop? As each one goes forth to be the faithful teacher, or the mercenary hireling; the humble hopeful Christian, or the upstart pedant, many have to be benefited or injured by them.

"Much difference of opinion has arisen as to the efficacy of the pupilteacher system; but I must urge in its praise, that it came upon us at a time when it was needed; it was carried on with great indulgence and sympathy at first on the part of the Government, and it has raised the standard of instruction materially. There was always a great idea of numbers in a school. Every clergyman appeared satisfied that all was right if the school was crowded; so there was a master with only human strength and ability engaged to educate two hundred, assisted (does it deserve the name?) by a few little monitors, who used to play at "school" at one time of the day, and at soldiers" another. Each was alike a burlesque.

"

"Of the selection of an apprentice. One chief element in the boy should be truthfulness; mischief can be managed-slyness or deception is a loathsome reptile, that every schoolmaster detests; he should be of a good temper, able to bear reproof, active in his habits, and, above all other earthly gifts, he should be healthy; to make a sickly boy a schoolmaster is a refinement of cruelty that we should certainly avoid.

"To insure punctuality, it will be necessary to consider that one minute after time is a serious offence. The habit of being at the post at the very moment is of too great importance not to insist upon it, in spite of all difficulties. In this, as in all matters of similar importance one great feature must be apparent-the pupil-teacher must see in his master a determination to carry out what he proposes; to know no excuse, no obstacle, no temptation to the contrary; a plan is formed, and a legion of adverse circumstances is not to deter.

"It is essential to success that, before all things, the heart of the boy should be gained; this is indeed vital, for all subjects of instruction may be made alluring, all advice tempered with judgment and candour, if a boy goes on with the good understanding that everything reasonable is done for his interest, and that he means to do his best. I do not think, nor have I found, this to be so difficult; how many kind feelings are engendered by a kindly interest being taken in a boy's health-his pleasures, his parents-a timely joke, a friendly shake of the hand, a participation in his amusements; these with many other things, weave a bond of interest between both parties that is not easily broken, and assure the boy of the earnestness and sincerity that begirt his path.

"It is not essential that a boy should perceive the reason for each demand upon his patience or obedience, but that he should be brought to that state in which he will place implicit reliance upon his master, and render such cheerful compliance with his wishes as will prevent unpleasant results. I believe that it is quite possible for a boy to look upon his apprenticeship as a state of discipline, and that he can habituate himself to many duties from which he would have shrunk if he had had foresight at first to perceive how onerous they were.

"His studies should be judiciously given, with a view of forming habits of thought and reasoning, as well as a capability of teaching those subjects required in his future profession. It should be borne in mind, that he is to be a useful member of society, and not a self-sufficient pedant. Upon this point, I cannot help quoting the admirable remark of Channing.—But the ground of a man's culture lies in his nature, not in his calling. His powers are to be unfolded on account of their inherent dignity, not their outward direction. He is to be educated because he is a man, not because he is to make shoes, nails, or pins. A trade is plainly not the great end of his being, for his mind cannot be shut in it; his force of thought cannot be exhausted on it. How often does the pious heart of a woman mingle the greatest of all thoughts-that of God-with household drudgery. A mind in which are sown the seeds of wisdom, disinterestedness, firmness of purpose, and piety, is worth more than all the outward material interests of a world. You tell me that a liberal culture is only needed for men who are to fill high stations; I answer that Man is a greater name than President or King.'

"Time will be found to open to the minds of these youths such subjects of study as will help to give them zeal in their situation, and upright motives in their conduct generally. The lives of eminent men-a subject always interesting to the young-may show them how some have risen to greatness in spite of poverty, persecution, and other hardships; how the jewel sought so wearily by many was a sufficient reward to them when discovered; how others were set as beacons to guide the laggard, the thoughtless, or the desponding; how impressed with the ennobling determination to benefit their fellow men, some have walked the world to bless it, and to leave behind them the foot-prints of angels. Let us show them the great Samuel Johnson. In an obscure corner or hole in London, plodding manfully in a half-starved condition for many years; the champion of the weak; the strong-armed lion, under whom the oppressed so often took shelter; the meek christian, who would never allow the least irreverence to be shown to sacred things; superior to servility or adulation; working his way to a renown which few of his compeers possessed; and leaving a memory revered by all. How a Howard loved all men more than he loved himself; and how in gentleness he went, single-handed, to that merciful work which renders his name dear to us!

"Certain stated times must be taken up to review carefully and candidly the school-work; and never should we get into the habit of complaining of their teaching or conduct before the boys. A few words quietly spoken when alone, they will remember and act upon, but all that may be said amid the noise and worry of the school passes away as vapour. The habit of reproving them before the children will moreover tend to reduce them to mere schoolboys, and lessen their authority, to uphold which is of so much importance. There is a very wrong notion with many, that if a boy devotes his time to the school, and is present when required to receive his private instruction, no further demand can or ought to be made upon him. Each boy must rather regard himself as he really is, an apprentice at the call and bidding of his master. There must be no fancies, either of his or his parents. He is not paid like an errand-boy for so much work done, for his pay is inadequate when measured by such a standard.

"Let us not deceive them as to present or future prospects. While the profession of a schoolmaster is justly represented to them as one of the noblest they can be engaged in, let them be cautioned against vanity and discontent so common amongst present schoolmasters-querulously murmuring about their dignity and their respectability, complaining of the want of respect shown them. Let them be shown that true worth rises securely in the estimation of all, and that a quiet perseverance in the path of duty will constitute the true dignity of every man; that in quietness and confidence shall be their strength. Let the trials incident to the profession be placed fairly before them, not in a spirit of despondence, but as difficulties to be encountered with courage and cheerfulness."

The Educational Times.-We find in the number for February but little of interest for the earnest educator: the angry discussions which it contains, arising from the disturbed feeling among the members of the College of Preceptors are certainly not productive of educational progress. We must be excused saying we are not possessed of the Educational mania from whose effects Dr. Humphreys (the President of the College) reads, as he tells the members in his address, the "Great Educational Era"; but we are rather content to make our school duties concentrate in setting the example to those around us of becoming useful, unostentatious, love-working teachers. Corporate bodies for Educational advancement, Government interference in the conduct of education, we leave to work out their anticipated usefulness. If we would, each in his own retired sphere, be content to work cheerfully onwards, and not waste our time and energies upon educational projects of doubtful result, we should have the satisfaction at least of feeling that though our life was one of toil, it had not been without usefulness.

As usual, the Educational Times has its quota of correspondence on matters of individual consequence alone, -on the hard fate of poor assistant-teachers, &c. There is one letter, from the sensible remarks which it contains, deserves the perusal of every teacher. It is on

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DETENTION IN SCHOOL.

"SIR,-After thirty years' experience in school discipline, several of which

were passed as an assistant master, I have not only an idea, but I am thoroughly convinced, that detention after school hours is a very effective mode of punishment, and therefore not to be abandoned because attended with considerable inconvenience to the educator.

One proof of its efficiency may be found in the extreme abhorrence in which it is held by many assistant masters; some of whom are induced, as I conceive, through want of due consideration, to consider principals who adopt that method as unconscientious, and tricksters. Why is it abhorred?-why designated horrible? Because they feel thereby prevented from employing the interval between school hours without any restraint whatever. And in precisely the same manner does it affect the pupils: one may wish to study; the other to play. Can it be possible that a "Practical Worker" should inquire the object of detention? If so, did he ever think upon that subject unbiassed by motives truly personal? I fear therein lies the secret of his adverse judgment, and opposition to so good a practice.

"Punishment of some sort is absolutely indispensable, and there are very few teachers who will not acquiesce in the infliction of corporal punishment as a dernier ressort,-cuncta prius tentanda. But if personal chastisement is only to be used after all other methods have failed, what other resources has a teacher in a large school, whereby he may urge forward the indolent and restrain the vicious?

"The distribution of prizes, honourable distinction in the school, or position in class advice also, or reproof given in a kind but firm manner-do much in securing the attention and obedience of pupils; but instances are ever occurring where those means fail, and to omit punishment would be to neglect duty.

"In the paternal home a child may be rewarded or punished in many ways which are by no means available to the public educator; his means of coercion are comparatively limited, and if those previously enumerated have failed, what is left but extra lessons and detention. I presume no one would suggest expulsion, which, though it would relieve the educator from a wearisome task, would be consistent neither with his duty to his pupil, nor his own interest.

"The object of detention after school hours is, in conjunction with other judicious treatment, to give the preceptor an influence over refractory or idle pupils which he otherwise would not succeed in obtaining; and in answer to the question, "Has it answered its object? I assert my own experience in the affirmative, and am confident that very many of my brother schoolmasters can bear the same evidence. I will only answer the other very simple question of our practical friend, by telling him that, 'with all the rigour of my keeping-in system,' I have not the least doubt that my boys are as clever and well disposed as those of Liberty Hall, where it is not practised.

"But does detention necessarily affect the subordinate master to that degree as to render the system truly horrible? Experto crede, by no means. "Pupils may be detained in school without requiring further attention from the teacher, than that they retain their places; which if they refuse to do, the principal should enforce the same by extreme measures, if necessary. "If besides simple detention, a lesson or other work has been superadded, such may be heard or examined at some appointed time during school hours; or if the arrangement for the classes occupies the whole of that time, some other fixed period of the day may be appropriated for such lessons, so that the assistant shall not be liable to incessant interruption in his own studies.

"The duties, however, of a schoolmaster can never, during the day, be wholly remitted; playing or working, boys will require supervision, and the assistant must expect to take his share of whatever inconveniences are inevitably attached to the profession which he has embraced, he will do well also to remember, that his burthen will be the heavier the more impatiently he bears it.

"Leve fit, quod bene fertur onus."

"I have alluded to the play-ground, not because I think it necessary that a teacher should remain there during the whole interval of recreation, but to shew that whether pupils are detained in school or not, there are claims upon his attention which must prevent his considering himself at liberty to devote the play-hours unreservedly to his own purposes.

"I fear that much of the reluctance shewn by principals to allow time to their assistants for private study arises from the experience that such privileges are too often the occasion of many school duties being neglected; the old proverb proves too true, 'The inch is given-the ell taken.'

"It is likewise possible for assistant masters to overrate the amount of duty expected from employers. The assistant and the articled pupil have very different claims on the consideration of their principal: the latter has a right to expect both instruction and opportunity for study; the former is engaged to use the knowledge he already possesses, and especially to relieve his employer from the incessant charge over the pupils; his whole time, therefore, during the school day, is of right his employer's, unless a stipulation was made at the time of engagement to the contrary.

"I make this remark, in reply to a 'Practical Worker,' who wishes it to be borne in mind that duties have to be performed to other persons besides the boys.'

"It cannot, however, be denied, that as among other employers, so also among schoolmasters, there are some who treat their dependants in a selfish and harsh manner. Such men disgrace the profession, and are, for the most part, deservedly frustrated in their own expectations, obtaining in reality a minimum, instead of a maximum of effective service, which is only to be found where kind and gentlemanly feelings are reciprocated."

H. G. R.

EDUCATIONAL MISCELLANEOUS INFORMATION.

POST DISTRICTS OF THE METROPOLIS.-Envelopes are now prepared in London with the new postal districts embossed. Thus, the initials W. C. on a letter indicate the post district in which the writer lives,—so that his Correspondent has only to turn the letter over to be certain of the address, and thus fall, at once and with safety, into the new postal arrangements of London.

PHOTOGRAPHY.-It is stated that all the Assyrian, Egyptian, Greek, and Roman inscriptions to be found on the granite and marble monuments in the Museum of the Louvre, as well as in the Imperial Library, are to be reproduced and multiplied by photography.-The celebrated inscription of Rosetta, likewise, written in three languages, which furnished Champollion with the key to the hieroglyphs, will be produced in numerous galvano-plastic copies.

CASPIAN SEA.-A new chart of the Caspian Sea, drawn by Iwatschinsow, Russian Navy, has recently been published at St. Petersburgh. It is founded