the many terminations of the Latin and Greek: but, practically, the principal verb expresses the action, and the auxiliaries serve, instead of terminations, to express the manners and the time of the action."

We agree with the author in thinking that the view here taken of the verb, whatever objections may be urged against it on philosophical grounds is the most useful, and therefore in a work like the present entitled to preference. The outcry about the English verb having but two tenses has been made more of than it need have been.

It appears to us that the clear apprehension of the ideas conveyed by those collocations of words by which in the English mood and tense are express. ed-is entitled to no less attention than the mere form by which such ideas may be conveyed. And since the ideas to be conveyed are the same, why should we abandon the teaching of the moods and tenses in English any more than in any other language, e.g., Latin, which, as the phrase goes, is more complete in its inflections. In the former case the auxiliary verb stands in juxta-position with the verb it modifies; in the latter case the verb analogous to our auxiliary does not form a separate word, but assuming certain modifications coalesces with the principal verb, and forms one word.

We have often wondered that our German neighbours, who have been styled the philologists for the whole world, still retain in their grammars such combinations as "Ich werde geliebt haben," (I shall have loved). How will those who oppose the conjugation of the English verb by means of auxiliaries, account for this fact?

We have quoted but sparingly from the work placed at the head of our remarks; because the book itself is quite accessible to all who may feel interested in its contents. Its cheapness indeed will be a strong additional recommendation for its introduction into our schools. We trust the day is not far distant when the case will be otherwise—when quality rather than cost will be the criterion; in both respects, however, the work before us will not suffer by comparison.

Extracts from Charges.

IMPORTANCE OF PUBLIC CATECHISING.

ATTENTION to the requirement of the church respecting public catechising would supply the very means which are needed for bringing the outward realities of the christian faith before the minds of men. The explicitness required in catechising, the repeated handling of the simplest matters, the viewing Gospel truths on various sides, are exactly what is required. The unseen objects which we desire to exhibit, would then be set forth in divers relations; the young would learn to think and speak of them as present living existencies; faith would take place of that deep-rooted scepticism, with which invisible powers are at present regardeda scepticism of which we have examples in the contempt for baptism and public worship, and men of elder age would often be moved by the unquestioning reality of children. We may be assured, that to the great majority of our congregations, nothing would be more attractive than catechising, if conducted and preceded by due preparation. It should of course be built, as our duty requires, on the Church catechism. The whole of this we are under plain obligations to teach to the young, as being that part of the prayer-book which is particularly intended for them. But we must not stop short with the mere literal repetition of its words. The complex system which it implies must be built up as a consistent whole in the minds of children. They should be familiar with its parts and relations. It should form the ground-work for their future meditations. We should possess

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them with that body of conceptions respecting the unseen world, which by God's help may ripen in later years into the actions of faith, devotion, and love. Let me appeal in proof of the efficacy of such early culture to the experience of a minister who long laboured among our Australian convicts. In those of them, he said, whose early instruction had been the mere vague acquisition of texts of scripture, according to the usage of many Sunday schools, every trace of early impressions had been obliterated, while the callous mind scarcely admitted the stimulus of a new emotion; but wherever there had been a diligent grounding in the catechetical system, the consciousness of the external realities of the unseen world seemed never to be lost, so that there remained a groundwork from which to start, in his endeavours to awaken and convert them. How great, then, the effect of that system, which even a careless life does not render wholly useless, if it takes root in an honourable people, even in the portion of the Lord's inheritance." Of course we must not suppose that this object can be efficiently attained without our own serious toil. To make public catechising effectual, there must be much private preparation. We must not be content to abandon the care of the younger part of our flock to others. No doubt there has been vast improvement of late years among our schoolmasters, and those who enjoy the invaluable opportunities now afforded in the Diocesan Training College, at York, may be expected, by God's blessing, to repay the care and expense which is bestowed on them; but we want something besides good schoolmasters. The clergy must see to it that the young are accustomed to love and fear God; they must consider this their own duty and first employment, for the want of which nothing else can compensate. In this respect there has been a great deficiency both among the higher and lower ranks. The instruction of the young has been deemed a mere matter of intellectual progress; the germinating influence of love has been forgotten, the need of an affectionate, earnest, simple solicitude for the benefit of those whom in the momentous season of childhood the providence of God has committed to our care. This want cannot be supplied, unless the clergyman co-operate with the schoolmaster, as having a common work and desiring a common end. And were this feeling in men's hearts, public catechising would rise up of course, as being the natural means of extending to the whole parish the same benefit, which the parish priest had found must be fruitful with his younger brethren. It would be needless to command what his own experience would suggest. We need not point to the rubric and the canon, which render the neglect of catechising the violation of à law: the instructive perception of those who had taught the system of the gospel to the young, would lead them to extend this mode of enforcing it to their elders. Where public catechising, therefore, does not prevail, we may be sure that even the young have not been fully grounded in the objective realities of the gospel.Archdeacon Wilberforce's charge, 1846.

Bocument.

EDUCATION.

[The following is a copy of the Minutes of the Committee of the Privy Council, which were laid on the table of the House of Lords by the Marquis of Lansdowne :— -]

Council Chamber, Whitehall, August 25, 1846.

BY THE RIGHT HONOURABLE THE LORDS OF THE COMMITTEE OF COUNCIL ON

EDUCATION.

GENERAL MINUTE.

THEIR lordships had under their consideration the sufficiency of the present numbers of inspectors of schools for the duties they have to perform, and

Resolved,

That it would be highly expedient that all the schools which are under the inspection of the Privy Council should be visited at least once in each year. That the existing number of inspectors appears to be insufficient, as, notwithstanding their con

stant assiduity in the discharge of the duties entrusted to them, it is found impossible to make arrangements for the inspection of schools oftener than once in two years. Their lordships are, however, unwilling to make so considerable an addition at once to the number of inspectors as would be necessary for an annual visit to each school, but will recommend the appointment of three new inspectors this year, reserving for consideration hereafter any further appointments which may be required.

Their lordships had further under their consideration the report of the inspectors of schools, memorials from certain boards of education, and letters from the clergy and others, representing the very early age at which the children acting as assistants to schoolmasters are withdrawn from school to manual labour; and the advantages which would arise, if such scholars as might be distinguished by proficiency and good conduct, were apprenticed to skilful masters to be instructed and trained, so as to be prepared to complete their education as schoolmasters in a normal school.

Resolved,

That the Lord President cause regulations to be framed defining the qualifications of the schoolmaster; the condition of instruction in the school; and the local contributions to be required as conditions on which annual grants of money may be made towards the stipends of apprentices in elementary schools; and further cause indentures of apprenticeship to be prepared, declaring the duties of the apprentice and the nature of the instruction he is to receive; the periods of examination by the inspectors of schools, and the circumstances under which the indenture may be dissolved, in order that stipends increasing in each year of the apprenticeship may be granted, in aid of local contribution.

It was further Resolved,—

That as the masters having charge of the instruction and training of school appren-tices will be selected for their character and skill; and as the education of the apprentices will increase the labour and responsibilities of such masters, it is expedient that the successful performance of these duties be rewarded by annual grants in aid of their stipends, according to the number of apprentices trained by each master. It was further Resolved,

That it is expedient to make provision in certain cases by a retiring pension for the schoolmasters and mistresses, who, after a certain length of service, may appear entitled to such provision.

That the Lord President cause regulations to be framed respecting grants of such retiring pensions.

That it is expedient for the further encouragement of deserving schoolmasters that small gratuities be annually distributed, under the authority of the Lord President, to schoolmasters whose zeal and success in teaching may, on the report of the inspector, appear to entitle them to such encouragement; and that regulations be framed with reference to the distribution of such gratuities.

Council Chamber, Whitehall, December 21, 1846.

BY THE RIGHT HONOURABLE THE LORDS OF THE COMMITTEE OF COUNCIL ON

EDUCATION.

REGULATIONS RESPECTING THE EDUCATION OF PEPIL TEACHERS AND STIPENDIARY

MONITORS.

The Lord President communicated to their lordships the regulations which he had caused to be framed, to carry into execution the Minute of the Committee of Council on Education of the 25th day of August, 1846, respecting the apprenticeship of pupil teachers.

General Preliminary Conditions.

Upon application being made to their lordships from the trustees or managers of any school uuder inspection, requesting that one or more of the most proficient scholars be selected, to be apprenticed to the master or mistress, the application will be referred to the inspector, and will be entertained, if he report

That the master or mistress of the school is competent to conduct the apprentice through the course of instruction to be required.

That the school is well furnished and well supplied with books and apparatus. That it is divided into classes; and that the instruction is skilful, and is graduated ́› according to the age of the children and the time they have been at school, so as to show that equal care has been bestowed on each class.

That the discipline is mild and firm, and conducive to good order.

That there is a fair prospect that the salary of the master and mistress, and the or

dinary expenses of the school, will be provided for during the period of apprenticeship.

General Rule.

The qualifications to be required of candidates, and of pupil teachers in each year of their apprenticeship, will be regulated by the following rules, in which the minimum of proficiency to be attained is precisely defined, in order to prevent partiality. But their lordships reserve to themselves the power to reward superior merit, by shortening the term of the apprenticeship, or by awarding the higher stipends of the later years of the apprenticeship to pupil teachers, whose attainments enable them to pass the examination of one of the later years at an earlier period.

Pupil Teachers.—Qualifications of Candidates.

The following qualifications will be required from candidates for apprenticeship :They must be at least thirteen years of age, and must not be subject to any bodily infirmity likely to impair their usefulness as pupil teachers.

In schools connected with the Church of England the clergyman and managers, and in other schools the managers, must certify that the moral character of the candidates, and of their families, justifies an expectation that the instruction and training of the school will be seconded by their own efforts and by the example of their parents. If this cannot be certified of the family, the apprentice will be required to board in some approved household.

Candidates will also be required,

1. To read with fluency, ease, and expression.

2. To write in a neat hand, with correct spelling and punctuation, a simple prose narrative slowly read to them.

3. To write from dictation sums in the first four rules of arithmetic, simple and compound; to work them correctly, and to know the tables of weights and measures. 4. To point out the parts of speech in a simple sentence.

5. To have an elementary knowledge of geography.

6. In schools connected with the Church of England they will be required to repeat the catechism, and to show that they understand its meaning, and are acquainted with the outline of scripture history. The parochial clergyman will assist in this part of the examination.

In other schools the state of the religious knowledge will be certified by the managers.

7. To teach a junior class to the satisfaction of the inspector.

8. Girls should also be able to sew neatly and to knit.

Qualifications of Pupil Teachers in each year of their Apprenticeship.

FIRST YEAR.

At the end of the first year pupil teachers will be examined by the inspector1. In writing from memory the substance of a more difficult narrative.

2. In arithmetic, the rules of "practice" and "simple proportion,"* and in the first rules of mental arithmetic.

3. In grammar, in the construction of sentences, and in syntax.

4. In the geography of Great Britain and Palestine.

5. In the holy scriptures and in the catechism, with illustrations by passages from holy writ in Church of England schools-the parochial clergyman assisting in the examination.

The managers will, in other schools, certify in this and in the succeeding years of the apprenticeship that they are satisfied with the state of the religious knowledge of the pupil teachers.

6. In their ability to give a class a reading lesson, and to examine it on the mean. ing of what has been read.

7. In the elements of vocal music, in this and in succeeding years, when taught

from notes.

8. In their ability to drill* a class in marching and exercises; and to conduct it through the class movements required for preserving order.

9. Girls should also be able to instruct the younger scholars in sewing and knitting.

SECOND YEAR.

At the end of the second year pupil teachers will be examined by the inspector1. In composition, by writing the *abstract of a lesson, or a school report. 2. In decimal* arithmetic, and the higher rules of mental arithmetic. Girls will

not be required to proceed beyond the rule of compound proportion in this year. 3. In syntax and etymology.*

4. In the geography of Great Britain, of Europe, the British Empire, and Pa-. lestine.

5. In the holy scriptures, liturgy, and Catechism, in Church of England schools, more fully than in the preceding year, the parochial clergyman assisting in the examination.

6. In their ability to examine a class in reading, in the rudiments of grammar and arithmetic; and during the examination to keep the class attentive, in order, and in activity, without undue noise.

THIRD YEAR.

At the end of the third year pupil teachers will be examined by the inspector1. In the composition of the notes of a lesson on a subject selected by the inspector.

2. In the elements of mechanics* or in book-keeping.

3. In syntax, etymology, and prosody.

4. In the geography of the four* quarters of the globe. Girls in the geography of the British Empire.

5. In the outlines of English history.

6. More fully in the holy scriptures, liturgy, and catechism, in Church of England schools, the parochial clergyman assisting in the examination.

7. In their skill in managing and examining the second class in grammar, geography, and mental arithmetic.

8. The girls should have acquired greater skill as teachers of sewing, knitting, &c.

FOURTH YEAR.

At the end of the fourth year pupil teachers will be examined by the inspector1. In the composition of an account of the organization of the school, and of the methods of instruction used.

2. In the first steps in mensuration, with practical illustrations; and in the elements of land surveying* and levelling.*

3. In syntax, etymology, and prosody.*

4. In the geography of Great Britain as connected with the outlines of English history. Girls, in the geography of the four quarters of the globe.

5. More fully in the holy scriptures, liturgy, and catechism, in Church of England schools, the parochial clergyman assisting in the examination.

6. In their skill in managing and examining the first class in grammar, geography, and mental arithmetic, and in giving* a lesson to two or three classes grouped together.

FIFTH YEAR.

At the end of the fifth year, pupil teachers will be examined by the inspector

1. In the composition of an essay on some subject connected with the art of teach

ing.

2. In the rudiments of algebra,* or the practice of land surveying* and levelling.* 3. In syntax, etymology, and prosody.

4. In the use of the globes, or in the geography of the British Empire* and Europe, as connected with the outlines of English history. In this year girls may be examined in the historical geography of Great Britain.

5. More completely in the holy scriptures, liturgy, and catechism, in Church of England schools, the parochial clergyman assisting in the examination.

6. In their ability to give a gallery lesson, and to conduct the instruction of the first class in any subject selected by the inspector.

General Rules.

In the subjects marked with an asterisk, girls need not be examined; but in every year they will be expected to show increased skill as sempstresses, and teachers of sewing, knitting, &c.

In the examinations the inspectors will, in each year, observe the degree of atten. tion paid by the pupil teachers to a perfect articulation in reading, and to a right modulation of the voice in teaching a class. A knowledge of vocal music and of drawing (especially from models), though not absolutely required because the means of teaching it may not exist in every school, will be much encouraged. Every pupil teacher will be required to be clean in person and dress.

The number of pupil teachers apprenticed in any school will not exceed one to every 25 scholars ordinarily attending.