and if any doubted that fact, let them go to the Continent, where they would invariably find degradation and debasement co-existent with a corrupt and superstitious faith. When he saw such wretchedness existing wherever the Roman faith was professed, he was forcibly struck with the great advantages that belonged to their reformed religion, and it made him still more anxious that they should hold fast that which they professed. Let them hold fast the Bible as the charter and ground-work of their faith; let them transmit it to their children as their best security and hope; and with that in their hands they would be able to bid defiance to every form and description of error."

The following extract from the Report is gratifying:

"You will remember that, at our last meeting of this general character, we had to regret the existence of a long-standing debt, which had proved a great hindrance to the success and proper working of the school, and we appealed to you to attempt its removal, and right nobly was that appeal responded to. The debt was then stated to be about £50, but, on collecting all the accounts, it was found to be £61 16s. 8d. Determined, however, to fulfil the pledge which they gave you, not to relax in their efforts until this burden was removed, your committee have continued steadily pursuing the object before them, and they are happy to state that the whole of the amount has been cleared off. This, however, is not all that calls for thankfulness, for, owing to the continued liberality of the supporters of the Institution, your treasurer's current account for the last two years shows, not a deficiency, as heretofore, but a small balance in hand."

Nor is this less encouraging:

According to the Report in April, 1855, there were 79 children on the books. Since that period, there have been received 251, and there have left 175, leaving the present number, 135.

"Of the 175 who have left, 49 have left for service, or being wanted at home by their parents, 31 owing to change of residence, 42 for other schools, 11 because of distance, 18 on account of illness, 10 from their parents' inability to pay the 1d. weekly, 2 have been erased for misconduct, and 12 for non-attendance.

"The highest daily attendance has been 118, and the highest weekly, 130. The average daily attendance in 1855 was 62, in 1856, 92. The average weekly attendance in 1855 was 76, in 1856, 112; and the average number on the books was, in 1855, 93, and in 1856, 129.

"The average weekly payments for the children in 1855 was 5s. 11d., and in 1856, 8s. 9d."

The following may prove a valuable suggestion in the proper quarters:

:

"For the system of visiting and general inspection which has been pursued by the Ladies' Committee for the last two years, your Committee feel that you cannot be too thankful, confident as they are that, by thus supporting the mistress in her indefatigable exertions-150 official visits having been paid during that period-much has been done towards promoting the present prosperity of the school."

CHELTENHAM.-DISTRIBUTION OF CERTIFICATES.

The Annual Meeting for the distribution of "Certificates of Merit" was held at the School-room, on Tuesday, January 6th. Above 300 scholars partook of a plentiful supply of tea and cake, which had been provided by the pupil-teachers, aided by the liberality of several of their friends. After tea, several recitations were given, and essays

read, by the boys; and then followed the distribution of the certificates. The following extract from the Cheltenham Free Press will give a clear view of the proceedings:

"Mr. Moore then announced the names of the scholars who had gained the 'Certificates of Merit,' which have this year amounted to the very large number of 96. There were 134 boys who had been long enough in school to compete for certificates; and it was, therefore, from the 134 that the 96 had been gained, which he thought a very high proportion, and one that must greatly encourage all who were interested in the management of the school. It was about three years since that the plan of certificates had been adopted; and each year had added to the relative and actual number gained. They were awarded for good conduct, improvement and diligence, conditionally upon the attendance. There were three classes of certificates; the first were given to those who had lost but four days per year; the second to those who had not been absent more than ten days per year; and the third to those whose absence did not exceed twenty days. Considering that during the year very severe weather had frequently occurred, and that several of the scholars had a very long way to come to reach school, he felt sure all would agree that the number of certificates gained was very high. It had been decided to give a prize to each boy who had gained three first-class certificates for three consecutive years, and prizes were, therefore, given to Benjamin Bridgman, George Dunman, Alexander Crowther, and John Dowswell, who had been in school three years, and not absent more than four days in either of the years. Mr. Moore then thanked the parents for the very great assistance they had rendered him in his work; without which the school would not have reached the very high condition it had, and their children would not be so interested in their school. Without a hearty co-operation on the part of the parents at home with the teacher at school, very little real good or beneficial work would be accomplished. He hoped that this co-operation, which existed so greatly between the parents and himself, would be continued; and that next year a still larger number of certificates would be awarded, not as rewards, but as a testimony that the boys had done their duty. Of the certificates given this year, forty-eight were first class; thirty were second class; eighteen were third-class."

We heartily wish the fullest realization, with the least possible delay, of the chairman's "hope and expectation."

"Mr. Downing was sorry that so many of their friends were unable to be present at the interesting proceedings of the evening, through the limited space their comparatively large room allowed. It was, however, his hope and expectation that before January, 1858, larger and more commodious school-rooms would be erected for the boys as well as for the girls."

THIRSK, YORKSHIRE.

The following details, showing the actual condition of a flourishing British School in this town, will probably be of service to those teachers and managers of other schools who may wish to verify their own statistics, and know what are the proportions of children receiving instruction in the several subjects in a wellorganized school of moderate size.

The statistics of the school for the year 1856 are as below :

During the past year several of the elder boys have entered upon responsible situations, and are now filling them with credit; and fresh applications are continually received for lads as clerks and apprentices.

By a recent minute of the Committee of Council, certificates, signed by Her Majesty's Inspector, the committee, and the master or mistress, will be given to those children who have attained a certain age, and who have attended the school not less than 176 days in each of the preceding three years. As these will only be issued to those scholars whose attainments are of a high order, and whose conduct has been in every way satisfactory, it is confidently expected that they will be regarded as passports, which entitle the bearers to peculiar consideration.

Those scholars who have completed their education in the school without bearing off some memento of their connexion with it, are at liberty to present themselves, till they have attained their seventeenth year, at the annual examinations, in order to compete for the prizes which are then given. This will continue their connexion with the institution during an important period of life, and stimulate self-culture. Special contributions towards a prize fund are solicited.

CROYDON.

"The Committee are more and more convinced of the absolute necessity of imparting to the children of the poor an education adapted to their station in life; and while they rejoice to witness the increased attention which is now given to the subject of education, they refer with satisfaction to the principles of the British and Foreign School Society,' on which this institution is founded, as being admirably adapted to promote the moral and religious well-being of those on whom the peace and good order of society so much depend; while at the same time none are excluded from its benefits on the ground of religious opinion.

"During the past seven years, upwards of 1,000 boys have participated in the benefits of the school. The master is assisted in his duties by five pupil-teachers, regularly apprenticed, several candidates, and trained monitors. The senior pupilteacher, who has just completed his term, has gained a first-class Queen's Scholarship. "The school is quite full, and has been so for the last two years. The present number on the books is 270, and the average number in attendance during the year is nearly 220.

The instruction given includes reading, writing, grammar, geography, and history, with the daily reading of the Holy Scriptures.

"The school is annually visited by Her Majesty's inspector of schools."

FOREIGN CORRESPONDENCE.-JAMAICA.

The Committee of the Society have lately made a grant of school materials and books, in aid of the effort described in the following letter from a valued correspondent at Kingston.

"In a former communication, I informed you of my removal from Chapelton to this city, having been succeeded at the former place by Rev. Duncan Fletcher, who still carries on the schools formerly under my care. In relation to the work of education at my present sphere of labour, I am glad to say that the school at Shortwood, an out-situation about five miles from Kingston, continues to prosper; it has been well attended during the year, and the progress of the children has been satisfactory.

"I regret to say, that I have not as yet been able to establish a school in Kingston. My predecessors made repeated attempts, but, from a variety of causes, their efforts were from time to time suspended. This fact has led me to hesitate longer about making a commencement than I should otherwise have done; the way is, however, now prepared.

"I mentioned to you, some time ago, that I had established a Mutual Improvement Society at Chapelton, which, indeed, you kindly mentioned in your annual report. Encouraged by the success which attended this effort, I made a similar attempt in this city; and though our beginning was on a very small scale, we number, now, upwards of 200 members. Monthly lectures are delivered, weekly meetings are held, and much biblical and general information imparted.

"Though the subscription is small, only four shillings per annum, yet so economically have our affairs been conducted, that there is likely to be a surplus of £15 to £20, per annum, in the hands of the treasurer. This the members have agreed to devote to educational purposes. Added to those funds which I can procure from personal friends, and the payments of the children, it will, I hope, prove sufficient to secure the services of a competent teacher; and with such a teacher, I have no doubt that the school will prosper, more especially as its relation to the Improvement Society will induce the members thereof to send their children.

"In beginning the school, I am anxious that the teacher should be provided with all suitable requisites; and, as it will be conducted on the principles of your Society, your books will be exclusively employed."

ON CHOOSING THE PROFESSION OF A TEACHER. The school teacher devotes his life to the good of mankind; and his position affords him most favourable opportunity for effecting his purpose. Ignorance and prejudice in the adult mind, often oppose all endeavours of enlightened persons to improve the morals and the condition,-in the school, the children have yet to learn, but they are open to instruction, and susceptible of impression; and if the teacher labours wisely, few lives will prove more useful than his. It is not easy to overrate the good of which a successful school teacher may be made the honoured instrument. Look at his position. Next to the parents-and, in very many instances, in precedence of them-day after day, and often for several years, he is the child's great oracle. He gives to a school full of children their earliest ideas. He makes on their hearts the first, and most lively and lasting impression. He deals with, and, to a great extent, he supplies the elements of which their future and fixed character is to be composed. He shapes the mould into which it is to be cast. And at no distant day they become men and women, advancing in a course of truth, integrity, and goodness, to which he gave them the first bent and direction. When one set of pupils have passed through his hands, he makes upon another hundred or more, and then upon another, and another, successively, a similar impression. And thus, if his life be spared, and his labour continue, nearly a whole village, or a considerable portion of the inhabitants of a town,-besides many who have passed on the tide of emigration to the ends of the earth,-bear on their minds, and exhibit in their character the stamp of intelligence, of virtue, and of religion, which he has put upon them. In producing these effects, of course he does not trust to mere secular learning, discarding religion from his educational process; he does not deal with his school as though man was all material—a piece of complex mechanism, somewhat out of order when taken in hand, and its movements always apt to become deranged; -the object of education being to put the machine right and make it go well until it stops; as though the grave was the sepulchre of the thinking, conscious principle, and death an everlasting sleep ;-he takes the Christian view of man, never forgets his spiritual nature, nor the fact that this life is only the infancy of his being,-that in a world to come his powers will receive their perfect development if properly cultivated while here; nor does he forget another important fact, that his eternal condition will be determined by his present course. He brings the light of Christianity to instruct him how this child of immortality must be educated, and he calcu

lates upon the power of Christianity for his success. This, more than anything else, accounts for the impression which a truly Christian teacher makes upon his school. And the impression, because religious, will be enduring,—the effect produced by the grace of the Holy Spirit through his teaching will remain when all earthly things have vanished away. To aim at producing such effects is a noble aim; and if the teacher's mind rises to its proper elevation, he associates with this noble object one still nobler-the glory of God: he lives to bring to Him, and train for heaven, human beings whom God created for himself. There is a nobleness in such a life which cannot attach where a man's own honour and profit are the prime objects for which he lives. It greatly adds to this nobleness, if, should other prospects open, a teacher is content with a comparatively limited competence, that he may spend his life a blessing to mankind. All that is sordid and mercenary such an one renounces; what relates to self is brought within most reasonable limits; and to serve man's highest interests is the glorious work to which his life is devoted. -From the Introductory Address delivered to the Students at the Wesleyan Training College, at the commencement of the session of 1857, by the Rev. John Scott, Principal.

ETYMOLOGY, AS TAUGHT IN ELEMENTARY SCHOOLS. THREE things are included in the term etymology. It consists, first, of a system of classification for words; secondly, of inquiries into the inflections or modifications of form of which words are capable; and thirdly, into their history and derivation. Of these three departments the first and second are obviously necessary, even in the most elementary grammatical instruction; they must always be understood, in some measure at least, before any of the rules of syntax, or the simplest applications of grammar to the regulation of our speech can be made intelligible to children. The third department, however—the investigation of the history of words stands quite apart from grammar, considered as an art; and, indeed, is so clearly distinguishable from all other parts of the science, that we cannot be surprised at its total omission by many teachers from the course of their grammatical exercises. We shall, for convenience, limit the meaning of the word etymology, in these remarks, to this third or historical branch of the subject. There are few teachers, however, who have not themselves been interested in etymological inquiries, and who have not experienced some pleasure in tracing out roots and comparing derivatives. Accordingly, in a greatly increasing number of British schools, we believe that it is now the practice to quote the Latin or Greek roots of words; and to require the elder classes to commit to memory such lists of foreign words, and their more obvious derivatives, as are printed at the end of many reading books, and in the best school grammars.

Although the disposition to do this in our common schools is, on the whole, a healthy and hopeful sign-a proof that teachers are aiming at a higher and more intelligent style of instruction than heretofore-it is, nevertheless, certain that a great deal of what passes for etymological teaching is practically worthless; and that an unusual amount of skill and judgment is required on the part of the teacher who would make a really wise use of Latin, Greek, or French roots in elementary teaching.

Of one thing we may be certain,-that some knowledge of the nature of derivation and of the principles of language ought to precede any special instruction as to the origin of particular words. To a child in an early stage of progress it is difficult to explain even that there are other languages at all; or that it is possible for the same notion to be expressed by two totally different words. And even when the mind is somewhat more developed, it is still not an easy thing for a child to understand how one language can be extinct, as far as speech is concerned, and yet survive in litera