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RETROSPECT AND PROSPECT.

T the beginning of a new year, it is a custom as profitable as common to take a retrospect of the year that has past, and to ascertain as nearly as may be the results of our labours-in common phraseology, "to take stock, and prepare a balance sheet,"-and having thereby ascertained our position, to construct our plans of future operation.

From the Educational point of view the retrospect is somewhat pleasing. The year that is just past has been a busy one-not one of noise only but of work also. Public attention has been well awakened; its usual apathy has been thrown aside, and a thorough earnestness of purpose characterises both press and platform upon this all-important topic.

The great event of the year was undoubtedly the inauguration by the University of the middle-class examinations. Examinations were previously only theoretically valuable, that is to say, people looked upon them only as a means of ascertaining the amount of information acquired upon any given subject by the examine, and entirely overlooked their more valuable qualities as means of mental training, of indelibly impressing upon the mind the knowledge acquired-of perfecting and methodically storing that knowledge, so as to have it always available in the practical business of life. Generally the professional watchword was onward;" get through all the chapters of any given text-book upon history, geography, arithmetic, or other item of the curriculum, and the school-course was complete. Constant recapitulation, frequent periodical examinations—written and vivâ voce, private or public-were utterly disregarded; and hence, after years of schooling, the generality of boys knew nothing, understood nothing, remembered nothing of all they had learned, and when they came to take their places in the ordinary business of life, the little learning they had was unavailable, because wanting in those essential qualities—exactness and readiness.

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The University examinations have commenced a great reformation in the system of education pursued in middle-class schools. They have discovered to the public as well as to tutors, that too little attention has been given to those studies which are of more immediate utility-too much to those which are generally considered as "accomplishments" and that the whole business of education has hitherto been of a too nominal value. We are not unmindful of the imperfections of those examinations, but on the contrary have pointed out their deficiencies, and earnestly protested against some of the principles upon which they are at present conducted. We look with no small degree of satisfaction upon the fact that the profession is earnestly alive to those faults to which we have referred, and we doubt not but that one result of the coming Conference will be their eradication.

Another great sign of Educational progress was the importance given to the subject in all its bearings at the last Conference of the National Association for the Promotion of Social Science, and we take this opportunity of recalling our readers' attention to a portion of the admirable address of the Hon. W. Cowper, president of the Section on Education, that the hints thus given may be immediately considered, and vigorous and continued endeavours be made for the advancement of educational science.

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Education," he said, "is strictly a science, and is cultivated as such in Germany, under the name of Paedagogy; and yet, if we compare it with other sciences of less interest and more remote from general observation, we must be struck by observing how little it has received of scientific investigation. Astronomers are found to devote their lives to patient observations of the phenomena of the skies, and to continuous records of the movements of heavenly bodies; botanists can tell the effect on plants of different climates and different modes of cultivation; and geologists delight to detect the traces of the great convulsions which have moved the strata of the earth; yet no similar diligence or zeal has stimulated educationists to record the successive stages by which the infant mind advances to maturity, or to ascertain, by systematic generalization, the results on children of different treatment and different modes of tuition, or to trace the bearing on education of successive revolutions in mental philosophy. But, interesting and important as are the observations and study of the material world, no one will deny that the study of the mind of man, and of the means of developing its power by education, is still a more important and noble pursuit, and that success in ascertaining the fixed principles of this science would confer an inestimable boon on mankind. One first and greatest want is a collection and generalization of facts, sufficient to form a basis for our deductions and conclusions. Our information respecting particular methods of education seldom embraces their ultimate results, whereas we require to know their effects, not merely within the sphere of the school-room, but also in that after life for which they assume to be a preparation. The scientific treatment of education would be aided by more precise appreciation of the value and proper admixture of the various methods of teaching. The methods of individual, of simultaneous, and of mutual instruction, have successively come into use, and it would be important to determine the occasions to which they are severally adapted. Among other matters on which more settled conclusions must be reached before education can assume the regular proportions of a science, are the degree in which emulation should be encouraged, the right uses of rewards and punishments, the efficacy of prizes, and the respective advantages of oral and written examinations."

Did our space permit, there are many other happy omens of progress to which we might refer, we must content ourselves however with bare mention of the universal and increasing desire felt by all sections of the profession for a general union of its units for the general good. We need not enlarge upon the advantages likely to accrue from an union of the vast body of educators by the bonds of mutual interest, sympathy, and love; enabled to speak with the voice of authority, and anxious to combine in forwarding every great measure calculated to promote the moral, intellectual, or physical welfare of the people, and to hasten the reign of peace and goodwill among men.

"It is not by a variety of associations that this can be effected: these, indeed, are most praiseworthy and beneficial in themselves, strengthening the teachers hy an interchange of opinion regarding the practical working of various plans, and by the enunciation of the principles, and the varied views of experienced members; but how powerful a body, and how effective for any good work, would be the union of all who, feeling the reality of their mission, have by years of study and training properly prepared themselves for educational work.

"The various classes of teachers are separated by almost imperceptible gradations; we can only draw the line, as one of qualification. Whether the object of our tuition be a prince's or a peasant's child, there is the same work presented to us, demanding an equal application of skill, an equal responsibility to God. For there is the training of the same faculties; the one, perhaps, from contending influences, requiring more of our energies; the same immortal soul to be made fit for the reception of Divine truths."*

We close our remarks on this point by expressing our earnest hope that the present year shall not close until a union so desirable shall have been effected.

EFFECTS OF EXERCISE AFTER A HEARTY MEAL.

T is scarcely possible to over-estimate the discomfort which arises from in

I dulging in violent exercise immediately after a hearty meal, and particu

larly during the training of the young. Those who know aught of the routine of schools, may call to mind many instances of this-instances which have not only tended to injure mental and bodily development, but which have given rise to positive injustice, and much unmerited unhappiness. Some well-meaning preceptor, on rising from the dinner-table, thus addresses his pupils: "Our time is very precious. You know that I am anxious for you to get through your present course of studies as early as possible. But as you have been very diligent this morning, I will spare you an hour for a game of football. You will then come in all the more fresh for the performance of your afternoon duties, and I doubt not will continue to take great pains to do well, that we may have leisure for further relaxation in the evening." Out rush the happy throng, and the preceptor follows and encourages to activity-praises their prowess, adds spirit to their game, and reaps gratification from the enjoyment of his boys. The sport at an end, they return to the school-room, and each sets ardently to work, anxious to show that he appreciates the little holiday. But first one pupil finds his attention flagging; then another; then a third. Time goes on, and studies progress but slowly. The preceptor gently reproves now this scholar, now that; but inattention seems to be catching; none, or very few, are working with energy; there appears a general idleness. The principal (who enjoyed the fresh air, without the violent exercise) feels eager for work. He tries to arouse his boys to their duties, but without effect. He considers them lazy and ungrateful, and thinks it incumbent on him to be angry. The whole afternoon passes uncomfortably, and studies advance scarcely at all. Two or three pupils (fortunate in not having felt hungry at dinner-time, or from some other incidental cause) have been successful in their endeavours, have gained several places in their classes, and are considered by the preceptor "good and thoughtful boys:" others feel themselves fallen in his estimation. When the pupils are left to themselves, "I don't know how it was," says one, "but I'm sure I tried to please. "So did I," says a second, "but somehow or other I could not work this afternoon." "Nor I," says a third, "I'm so sorry." "Let us," say three or four together, "ask if we may be called earlier to-morrow, and try to get it done before breakfast." Now, this is a simple picture of truth. And these are school-boys' troubles, and school-boys' feelings. And these things are constantly occurring. They are facts so common to so many schools, that there are few persons, accustomed to the routine of such establishments, but must call to mind numerous instances of afternoons passed in this manner. Here preceptor

The Rev. Taylor Jones, M.A., in his address to the members of the United Association of Schoolmasters, 1858.

and pupils all wished to act well-all strove to do their best-yet, all met with discomfiture. And why? Because the Educational system was not based upon physiological principles. At the commencement of the afternoon studies, the food in many of the stomachs was in pretty well the same state as when first swallowed; the vital fluid was busy at the surface and extremities of each system; at first the boys work energetically; but soon the constitutional excitement produced in the play-ground subsides; then there is a rush of blood to the abdominal regions the more vigorous, because up to this period Nature has been thwarted in her good designs; the various brains are now deprived of that full supply of arterial fluid requisite for the active performance of their functions; and hence the supposed idleness and ingratitude of the pupils, and consequent disappointment of the teacher. Probably one or two of the "good and thoughtful boys" are afflicted with stomach trouble the day following, because their nervous energy, directed by an anxious will, enabled them to keep up in their brains an undue circulation of the blood which Nature required for the digestive processes.-The Third of Hopley's Series on the Education of Man,

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METROPOLITAN SCHOOL CHORAL SOCIETY.

Ta general meeting of national schoolmasters and schoolmistresses held in Exeter Hall on Saturday, October 23rd, the above Society was formed, for the purpose of promoting the cultivation of Vocal Music in elementary schools. It is unnecessary to dwell upon the value of such a Society, as we have sufficient argument upon that point, in the fact of so much importance being now attached to the Musical Education of the children in our schools, and all teachers are aware of the beneficial effects produced on their pupils by the practise of vocal music. Music affords one of the best means of overcoming a great practical difficulty, the establishment of a connexion with the elder scholars after they have left school.

It is proposed that one of the features of the Society shall be Annual Festivals, similar to the one of the 8th of May last: surpassing it however in at least the one point of pecuniary advantage. Although it is anticipated that the pecuniary liabilities of the Society, in carrying out their undertaking, will in the end be so far exceeded by the profits, that a considerable sum may be annually voted for the benefit of some valuable institution in connexion with elementary education, it is necessary nevertheless that funds be raised to defray the expenses incurred, in adopting the measures requisite to conduce to a successful result. A small subscription has therefore been fixed upon and the committee earnestly hope, that teachers and others interested in the cause of education, wiil not be backward in rendering them all the assistance in their power, as it is only by their hearty co-operation that the success of this Society can be insured.

The rules are sufficiently definite perhaps to indicate plainly the part to be taken in the Society by Honorary Members on the one hand, and Teachers, Pupil-Teachers, and Scholars, on the other; the committee however have deemed it advisable to adopt special cards of connexion with the Society, Those for the masters and mistresses will constitute the holder thereof a full member of the Society, those for pupil teachers and scholars-which can be held only at the discretion of the master or mistress-will indicate assistant membership, and those for honorary members will admit the possessor to the rehearsals. The required number of these various tickets will be forwarded to members on application, and on receipt (by the Secretary) of the subscrip tion or donation in accordance with the rules. To meet a contingency which may occur in certain districts, and with certain teachers, Mr. Martin has consented to open a class of instruction in some central position in town, for the benefit of such teachers and pupil-teachers as may be desirous of improving their ability in singing at sight, and their powers generally in vocal execution Particulars of the arrangements, as soon as completed, for the formation of this class, will be forwarded to all who in the meantime may address any inquiries to the Secretary with the view of joining the class.

NATIONAL CONFERENCE OF UPPER AND MIDDLE-CLASS SCHOOLMASTERS.

DR.

R. HUMPHREYS, Head Master of the Cheltenham Grammar School, and President of the Royal College of Preceptors, delivered an address at Stroud, on Thursday evening, Dec. 23, on “Education," in which he took occasion to refer to the approaching Conference of Upper and Middle-class Schoolmasters in London. S. S. Marlin, Esq., of King Stanley House, presided.

Dr. Humphreys observed, that they were all doubtless familiar with the various discussions which have lately taken place in reference to the New University Middle-class Examinations, and had heard of the National Conference of Upper and Middle-class Schoolmasters, about to meet in the Guildhall, London, on the 6th of January, and the advertisement in the Times, convening which, he read. He proposed in this lecture to give some account of the proposed objects of that Conference. They would hardly, perhaps, see why he should mention the new University examinations in such close connexion with the approaching Conference: he would therefore at once say, that the latter movement has to a great extent originated in the former. When the University plan was first mooted, he saw the great national importance which, if successful, it must speedily assume; and the result of the first experiment had confirmed the correctness of these views. The publication of the University Honour Lists would alone be sufficient to attract into the arena of competition, candidates from every school, public or private, throughout the land, and thus the examination system, which was avowedly instituted with a view of testing and improving the education given at private middle-class schools, must extend its influence and secure a powerful sway over all the middle and upper-class education of the country. Experience was daily confirming this conclusion, and weighty and solemn thoughts were connected with it. To avoid all misunderstanding, he declared, that he and those acting with him, were thoroughly friendly to the new system, and grateful to the Universities for the liberal public spirit they had shown in inaugurating it; but being profoundly impressed with the immense and important influence which it must, when more fully developed exercise, they desired to see it made as perfect and as fair as possible in all its arrangements, and all due precautions taken to prevent its encroaching upon, or ever interfering with, any of those great principles of civil and religious liberty, which are far dearer to the heart of every trueborn Briton, than any amount of scholastic and intellectual knowledge. Not that he for a moment insinuated that the Universities, in organizing such a plan, ever contemplated any encroachment upon those great principles; but it was his individual opinion, that unless certain precautions were adopted-the most effective of which he held to be the drawing of public attention constantly to this operation-there was no little danger of such an unhappy result. One chief object they had in convening this Conference was to discuss, in a moderate and practical spirit, the probable influence and bearing of this examination system upon the education of the country, and afterwards to give public expression to the conclusions at which they should arrive. They also proposed to communicate those conclusions in a respectful manner to the University Boards, though all necessity for doing that might, they trusted, be obviated by the presence of members of those Boards, whom the Conference had invited to come and take part in their proceedings, or, if they should prefer it, to be witnesses of them. The principal subject to be discussed at the Conference, and which would in itself be sufficient to engage the whole and undivided attention of many such meetings, was, "The deficiencies and errors existing in upper and middle-class education, male and female, and the best means of supplying and remedying them." They had purposely included female education, because it was their conviction, that many as were the deficiencies and errors in the education of boys, those of which girls were too often the victims were greater, and more loudly demanded the prompt application of a remedy. The attendance of ladies was