SCHOOL LIBRARIES.

Most of our elementary schools possess what is called a school library. This designation is not applicable to many libraries found in our schools at the present day. Ought they not rather to be called CLASS LIBRARIES, inasmuch as they are only readable by a few boys and girls in the upper or monitor's classes. Indeed, many teachers exclude all others from the privilege, and perhaps wisely, when the nature of the books is taken into consideration. If it be asked, "how is it that so few school libraries are perfectly successful?" we think the true solution lies in the following facts:-1st. That elementary teachers, as a body, have not given the attention which the subject demands at their hands. 2nd. The great scarcity of good and suitable books. 3rd. The want of funds. 4th. Mistaken notions on the part of school managers and benevolent individuals as to the kind of books needed. It not unfrequently happens that when donations of books are presented by such persons to a school, they are from old private libraries, books which have probably not been read by the donors themselves, nor by their fathers before them; yet it is thought that they will do very well for a school, let the subjects be what they may. To cite an instance :-a gentleman, a short time since, presented to a school thirty volumes, as a nucleus for a library; twelve of them were on English history, written in 1760; four English grammars, ninety years old; two, travels in Scotland, written a hundred years since; and an enormous atlas on the Mundane System of 1790. The remaining eleven were equally useful and edifying. Doubtless, scores of teachers could tell the same tale. It must not be omitted to call attention to the vast number of cheap books now published by various societies for school libraries. Not one in twenty is written in sufficiently attractive or simple language to interest children of seven or eight years of age of average intelligence. Of the little farthing books, so often given to the infants of our day and Sunday schools, how many are really suitable for the recipients? It is difficult to know what purpose these books serve in the hands of such children; except as mere collections of pictures.

In order that books for school libraries should be really practical, they should be well written, progressive in design, and adapted to the comprehension of children from the ages of six to twelve or fourteen years. They should be lively and instructive, and of a healthy moral tendency; their object should be to produce a higher tone of intelligence among the families in which they are read; to teach, while they improve; to entertain, to inform the mind and to educate the heart. In forming a library, say, for six classes of forty children each, or a school of 240 scholars, the teacher's first business would be, if possible, to select from the lists of different publishers at least eighty books of a cheerful and interesting character, written in the simplest possible language, and call them No. I. Library, and so on up to Nos. V. and VI., according to the abilities and tastes of his pupils. Thus, in the writer's school of nearly 300 boys, the eighth or highest class library contains eighty books of Travels, Biographies—such as those of Dr. Kitto, Samuel Budgett, and Alderman Kelly; History—" D'Aubigné's History of the Reformation," various histories of England, "White's Hand of God in History," &c., &c.; Natural History, Science, Light Reading, &c.—Sir W. Scott's "Tales of a Grandfather," "Chambers' Miscellany," "Uncle Tom's Cabin,” “Wide Wide World,” “ Leisure Hour," "Robinson Crusoe," &c. It must be confessed that teachers will experience the greatest difficulty in obtaining the easy narratives, in words of one or two syllables, which are needed for the lowest class. To keep up the interest among the children, new books should be continually added to the various little class libraries, as the children become weary of reading the same again and again.

It should be the constant aim of the teacher to cultivate in the minds of his pupils a taste for reading, so that when they cease to be under his control, they may be

able to carry on the process of mental and moral self-culture. It is obvious that nothing would be so well calculated to effect this result as the establishment of good libraries in our schools, villages, towns, and cities. The friends of education and teachers generally, have either overlooked or forgotten that our elder boys and girls will have entertaining literature, and even our pupil-teachers too. It is rather humiliating to find that so much energy, zeal, and labour are expended upon the pupil teachers their very books selected the amount of knowledge precisely defined, so that they may become good and accurate students, while so little has been done towards providing them with books of a healthy Christian tone, to read in their moments of leisure. Thus, whilst we rejoice to see them particularly anxious to obtain all the knowledge included by the Government requirements, year after year, we are often quite indifferent as to what they read besides, whether it be "The Mysteries of the Court," "The Newgate Calendar," or "The Adventures of Jack Sheppard." It is by entertaining literature of a depraved kind that great evil is wrought among our young people; and it is by entertaining literature of a different character (such as is happily abundant now), that the evil must be counteracted. This corrective influence is especially needed in reference to the weekly, bi-weekly, and monthly penny publications, and it is for this reason chiefly that the writer, seven years since, opened a sort of little shop in his school for the sale of monthly serials among the boys.* Having by this process created a taste for reading among the pupils, it then became a duty to provide for them such mental food as should at once be profitable and interesting during the intervals that elapsed between each month. This led to the establishment of a series of small libraries, called "class libraries," free of charge. The libraries were obtained through the following means:-£3, the proceeds of four magic lantern lectures; £5, from the school' managers. A grant of books, at half-price, from the Religious Tract Society, and another, one-third less, from the Christian Knowledge Society.

Its efficiency and interest are sustained by constant additions of new books. To the two lowest libraries, books to the value of eight shillings a year are added. To the two highest, twelve shillings per annum. To the others, ten shillings per annum each. The two lowest libraries are sustained by the produce of fines;† the remainder, from the funds of the school. If these do not admit of such an annual outlay, it is suggested that, by the proceeds of two lectures which might be given during the winter months, a teacher would be enabled to do much towards supplying the wants of his school libraries.

With a view to secure results commensurate with the trouble taken in the establishment of a library, it is suggested, from experience, that the books be renewed every week, each pupil-teacher taking charge of the library of his own class. 2nd. That once a week, either on the day the books are returned, or the day after, each pupil-teacher should spend three-quarters of an hour or an hour with his class, inquiring what they have read in their library books at home during the past week. The upper classes should, as an exercise in spelling and composition, write out some narrative, or an account of something they have read in their books. The lower classes should be encouraged to stand up and express, as well as they are able, what interesting stories they had read in their books at home in the evening. The elder boys might do this occasionally, as it would afford them an excellent opportunity of expressing orally what they have read, with intelligence. The ends secured by the adoption of such a method are self-evident. To mention two or three must suffice.

*The number of periodicals sold for this month was as follows:-70 "Child's Companion," at 1d.; 18"British Workman," at 1d.; 30 "Band of Hope Review," at d.; 20 "Olive Leaf," at ld.; 40" Dew Drops," at d.; and 30 "Picture Magazine," at 3d. Total receipts for last year, £7 15s. Doubtless, most of this amount would otherwise have been spent in trash and waste.

+ All books not returned on the day appointed, a fine of one farthing is enforced, which is repeated for each succeeding day the books are detained.

1st. That in the homes where these books are taken and read, there is produced a higher tone of intelligence; and in proportion as they are read and thought over, the morale of those homes is elevated and improved. 2nd. The parents are much interested with the books their children take home, as it is a well-known fact that the books which the boys read and most value are the books most read and valued by the parents. 3rd. As regards the boys, we at least ensure that either the books, or some portions of them, have been read, and if what is read can easily be pro duced by them again, it must have been read with diligence, attention, and intelligence.

J. D.

THE BIRMINGHAM CONFERENCE.

THE National Association for the Promotion of Social Science held its first meeting, in October last, at Birmingham, under the presidency of Lord Brougham, who delivered an inaugural address on the occasion. The aim of the Association, which is a permanent one, and which proposes to hold annual meetings at least, at the great local centres of population, is somewhat wide. It embraces five departments of inquiry :--Jurisprudence and Amendment of the Law, Education, Punishment and Reformation of Criminals, Public Health, and Social Economics generally. The presidents of these several sections are Lord John Russell, Sir John Pakington, the Lord Bishop of London, Lord Stanley, and Sir B. Brodie, respectively. It is proposed to associate with these the most eminent and influential of the writers and thinkers on their several subjects, and to assemble, for discussion, and for the exchange both of opinion and of trustworthy information on great social problems, once every year.

Notwithstanding the somewhat ambitious and extensive character of its design, the first meeting of the Association may be regarded, in many respects, as a remarkable success. All the sections were well attended; and many of the papers which were read, were of a highly practical character. In the department of education, the papers and discussions were miscellaneous, and took rather too wide a range. For example: papers were read on the Society of Arts Examinations, by Dr. Booth; on the College of Preceptors, by Dr. Humphreys; on Middle Class Education, by Mr. E. Davies; on Factory Education, by Mr. Ackroyd, M.P.; on Grammar Schools, by Mr. Collis; and on Ragged Schools, by Miss Carpenter. Thus, am attempt was made to cover the entire area of educational effort in England by the inquiries and discussions of the Association. Mr. Seymour Tremenhere also put forth a proposal for instituting Examinations of Children after leaving the elementary school; Mr. Hare initiated a very important discussion on the Application of Charitable Funds arising from Endowments; Mr. Slaney, M.P., prepared a paper on the Moral Education of the Working Classes; while Professor Pillans, Mr. Talbot, Mr. Nash, and Dr. Miller, directed the attention of the Association to various other aspects of the general question. It is perhaps to be regretted that this deparment did not concentrate its efforts upon some definite portion of these inquiries, instead of attempting to arrive at conclusions on so great a variety of topics. But it should be remembered, that the first meeting was an experimental one, and any arbitrary limitation of the ground to be occupied would have been unwise and undesirable at first. We trust that, in future years, while preserving the catholicity of its aim, the Association will endeavour to secure greater unity as far as regards the choice of subjects, in this department at least; and that the friends of education will thus be furnished with a new opportunity for mutual conference, for the exchange of opinions, and for practical suggestions in carrying on their work.

TEACHERS' ASSOCIATIONS.

WE have pleasure in receiving from time to time reports which show the increasing efficiency of these important Associations. Throughout the country, the need of greater union and of more frequent intercourse among the members of the teachers' profession is evidently becoming more extensively felt than ever. There is no class of men to whom it is of more importance to keep up the corporate feeling; and we are sure there is none in which a better use can be made by each other of the suggestions and experience of the various members. Every teacher, however isolated he may be, and however contracted his sphere of labour may be, can contribute something valuable in such meetings. There must ever be some speciality about each man's work which distinguishes it from all others, and gives him the power to offer serviceable hints to his fellow-teachers. And if it be true that every teacher can contribute something, it is still more strikingly true that every teacher can learn something, and cannot fail to go back to his work better equipped to encounter its difficulties, after listening to the discussions and the counsels of other members of his profession, and comparing his own experience with theirs. We believe that it is the duty of every teacher who is within reach of a good Association of this kind to join it, and to aid in carrying out its objects. And in the few districts in which no such Associations exist, we hope soon to learn that new ones have been established, and that their members are numerous and active. It is not difficult to form an Association; a comfortable school-room, in a central locality, may generally be secured without expense as a place of meeting. The incidental expenses, even in cases where tea is provided, are so small as to be covered by a merely nominal subscription; and whenever the business of the Association is wisely managed, and limited to matters within its legitimate sphere, experience proves that the numbers have a constant tendency to increase.

There are two or three points which, if steadily kept in view, have a tendency to secure the stability of an Association, and may be safely commended to the attention of those teachers who have recently formed, or are intending to form, associations for mutual improvement. First-The meetings should not be too frequent. Many members necessarily live at a considerable distance from the place of assembly; while, to all teachers, the many other engagements, and the lawful claims of home and friends upon their leisure, will be found to prevent any very frequent attendance at the meetings of an Association. Practically one, or at most two meetings in the quarter are all on which it is fair to calculate on a full attendance, after the novelty and freshness of the little Society has worn off. Secondly-Too much should not be attempted by such an Association. It cannot, for instance, regulate the private studies of its members, nor relieve them from the responsibility of that patient, individual effort which is so necessary in order to keep them up to a high standard, both as to information and general intelligence. Nor, except in very rare cases, can it do much either by circulating specimens or apparatus among its members. But it can initiate discussion and stimulate thought on matters closely connected with the teacher's work. It can afford opportunities for giving and hearing model lessons, and for criticising them, as well as methods of teaching generally. If it does this, in addition to promoting a genial and friendly intercourse among the labourers in the same field, it serves its purpose, and may be regarded as thoroughly efficient. Thirdly-The topics chosen for essays and discussions should be strictly professional. They should have a direct practical bearing on the teacher's work. If miscellaneous literary subjects are introduced, however well they may be occasionally handled, the general interest is soon found to flag; because, in truth, such subjects are probably better treated at a literary or philosophical institution; while, if political or party polemics are admitted, a worse evil ensues; for discord and illfeeling soon spring up, and endanger, if not the existence, at least the usefulness and

success of the Association. Fourthly-It has been found possible to combine in these Associations the teachers of National and Wesleyan with those of British schools. Great advantages arise from this union whenever it can be effected. The teachers of elementary schools, who all recognise the authority of the word of God, and who are all aiming to give a religious education to the children of the poor, have so much in common, and are so well able to render important services to one another, that we cannot help regretting to see them so far apart. In London and its neighbourhood the number of schoolmasters is large enough to justify the formation of sectional Associations; but in the country, we believe that a union has often been found to work well, and that at any rate it should be attempted, wherever circumstances will permit.

It is perhaps not generally known, that by a minute of Council of February 21, 1853, Schoolmasters' Associations may obtain an order to purchase books and maps for the library of the Association. The Committee of Privy Council are prepared to make a grant, under certain conditions, at the rate of 10s. for each subscriber to the Association, if the corresponding sum is raised by the applicants. Of course, any books or maps thus granted become the property of the Association, and not of any individual member of it.

This minute may serve to remind the managers and more wealthy supporters of schools throughout the country that they would render an important service to the cause of education, if they will make occasional contributions of such standard works as are too expensive to be procured by teachers privately, to the library of any local Association which may exist in their own several neighbourhoods. Many modern works of the highest value to teachers are yet practically inaccessible to the majority of them; and if the library of their own Association contained a store of the best historical, scientific, and educational literature, an additional source of usefulness would be maintained, which would be found to act most favourably on the general efficiency of the Association.

RECENT MEETINGS OF TEACHERS.

LONDON-BRITISH TEACHERS' ASSOCIATION.-The usual November meeting was held in the Theatre of the Normal College, Borough Road. The president of the Association was in the chair. Mr. Sarll, of the City Road British School, introduced the subject of "Periodical Written Examinations in Schools," and detailed at some length the plan by which the work of his own pupils is tested. Messrs. Curtis (the vice-principal of the Training College), A. Jones, Gover, Bithell, Roberts, White, and R. Saunders, took part in the discussion which followed; Mr. Sarll replied, and the president made a few concluding remarks. We regret we have not space even for a brief abstract of the proceedings at this interesting meeting, which was unusually well attended, and sustained with great spirit. On two or three main points all the members seemed to be well agreed, e. g., that more of the work done in British schools ought to be tested in writing than at present; that even in the ordinary course of school-work, a larger number of exercises ought, even in the younger classes, to be prepared on paper, and that means must be found, in every case, for carefully examining and correcting such exercises, otherwise they are likely to prove rather mischievous than beneficial. The paper at the February meeting will be read by Mr. Baines, on the subject-" How far the influence of school may be made to tell upon the diminution of crime?"

BRISTOL.-A Social gathering of the teachers of the various British and other schools in Bristol took place on Friday evening, November 20th, in the Lewin's Mead British School, Maudlin-lane; there were about 200 present. The room