devoted to this subject in the Training Schools, lessons might with much more advantage, we conceive, be given in the rudiments of Latin, or in French. Such knowledge would be of some service to the students, and the acquirement of it would afford their minds a real discipline. Even as a preparation for teaching etymology, this instruction would be far more valuable to them than that which they at present receive, as they would then, at least, have something definite to guide them. We would especially recommend the teaching of French however, for several reasons. Few of the students remain long enough at the Training Schools to acquire much knowledge of Latin, and French is a language which may be learnt in a comparatively short time. Besides this, it is of more practical use than Latin, because it opens up the valuable literature of a living language, and because our intercourse with the French is becoming every day more frequent. The experience of the Great Exhibition ought to have taught us the necessity of giving more attention to the language of our nearest neighbours.

On the whole, we think that the disadvantages we have endeavoured to point out are sufficiently great to constitute real objections to the elevation of etymology to a distinct department of instruction in elementary schools. At the same time, we do not deny that it may be taught incidentally with considerable effect. This, it appears to us, is the preferable plan, as regards both the teacher and the pupils. The teacher may, without any general knowledge of etymology, be able to impart much information upon the origin of particular words, and the successive changes which they have undergone in form and meaning; and, to the pupils, a few words traced in this way are far more instructive and interesting than a whole heap of dry roots. The present and conventional signification of many words is so much at variance with their derivation, that, unless these changes are minutely explained, an acquaintance with their original acceptation is really of very little use; but it is precisely out of such changes that the most valuable lessons are often to be drawn, as they record corresponding processes of human thought. Such explanations are seldom given in the regular etymological lesson, because the words are there treated apart from their application; but, by many teachers, they are very successfully introduced into the reading lesson, where they are calculated to throw light upon the usage of the words to which they relate. This is the "study of words" which Mr. Trench recommends in his interesting little volume from which we have quoted. It is the only kind of etymology which will go any way towards enabling us to realise the truth of Coleridge's exclamation:-"How awful is the power of words!-fearful often in their consequences when merely felt, not understood; but most awful when both telt and understood."

Correspondence.

PROTECTION OF EDUCATION FOR THE MIDDLE
CLASSES.

SIR, The utmost pains are taken to ensure soundness in the education of the children of the poor. Trained teachers are secured for them,

and inspectors, who take more or less care that the duties which are professed shall be performed. The middle classes, it is presumed, can take care of themselves, and so perhaps they might, were not the present generation at the tail (we hope) of a bad system. The fact is, that very few parents even in the higher ranks of life are able to test the education of their children, partly perhaps from forgetfulness and disuse, but far more frequently because they have been themselves but indifferently educated. Many of them would acknowledge this very willingly, at the same time sincerely regretting that they are obliged to depend almost entirely on the schoolmaster's word as to the progress and information of their children. Now every good master in the kingdom knows full well, that of the boys sent to him from average schools, not above one third are in any case well informed on those subjects in which previous teachers have professed to instruct them, when the time spent ought to have sufficed to render the instruction sound, with good discipline, conscientious efforts, and acquaintance with the subjects on the part of former masters. We say this, in spite of the number of youths who, every year, mount their stools as tolerably satisfactory clerks in merchants' counting-houses; or who with a year's cramming at a preparatory establishment may pass muster at Addiscombe or Croydon. For the former of these purposes very little more knowledge is required, to begin with, than is now demanded as the right of the poorest child in the kingdom, and any parent who is content with this is content with very little; he has probably paid for a great deal more.

In this day of foundations and commissions, I have often thought that it would be of no small benefit to the middle classes if a board of nine or ten responsible men of acknowledged qualification could be appointed, and kept constantly sitting (each having his day's turn of freedom), for the purpose of examining, on sound and searching, but liberal principles, those boys whom their parents might wish to subject to an impartial trial. Such a board might become, in point of expense, and that, I have no doubt, very shortly, a self-supporting one, as parents really solicitous about their children's progress would not object to pay a moderate fee for the examination. As the benefit accruing became appreciated, such an institution might be extended, by means of branches, almost indefinitely; the appointment of examiners being vested-say, by Government or by the Bishops-in distinguished and trustworthy men. Each parent might prescribe the subjects on which he might more particularly wish to ascertain the qualifications of his son; and, if he chose, might have the examination limited to one or more of these. I have mentioned the Bishops really far less from a wish to make at all a church question of the matter, than because, on looking round, I do not see any other body of men having an equal opportunity or equally well qualified, on the whole, to make selection of examiners.

There would of course be difficulties; but why should such an idea be considered chimerical? Many plans, which have at first appeared far more so, have on trial been found practicable. The object is a most important one. What can be more so than the sound and sincere education of the middle classes, upon whose heels the lower classes, with

their guaranteed instruction, may be soon found to be treading? The present hit-or-miss way of choosing schools is acquiesced in as an inevitable evil, and hundreds of those, who are busying themselves about the education of the poor, feel that they are obliged themselves, most completely, to take their chance for the instruction of their own families, thinking, however, that, if they send their boys to an apparently flourishing school, they cannot do much amiss. Were some such plan adopted as that which I have been tempted to suggest, it would tend to check a great deal of imposture, and prevent infinite disappointment. Sanguine and well meaning, but whimsical, speculative, schoolmasters would be taught that they could not go on dabbling with an endless multitude of subjects, or making out infinitely varied bills of intellectual fare to tempt parents, without being brought to book for it. Parents would be taught that it is better to get something, than to hope for everything; they would no longer be enticed by the proffer of a lax indulgent discipline; for where the master found his reputation really at stake he could no longer afford to humour either parents or children. It would tend also to accomplish another important object; namely, the more general appropriation of distinct schools for distinct objects, each school nevertheless admitting in its scheme those branches of study which are at all hands allowed to be absolutely necessary.

Two things are of course implied in the plan proposed

I. That the examiner should be furnished with a correct account of the boy's age, of the school at which he has been prepared, and the length of time which has been professedly devoted to the subject or subjects on which he offers himself for examination.

II. That there should be no exclusiveness, either with regard to the grammars and other elementary books, or the mode and form of previous instruction; as the substance of knowledge can be easily tested, without reference to particular books or systems.

There need be no fear of partiality-the work of examination is so laborious, and the pleasure of finding a thoroughly well-prepared examinee so great, that the examiner is only too glad to give credit where it is really due. Your obedient servant,

B.

P.S.-Let me mention, in connection with this subject, that my own plan (and I heartily recommend it to other schoolmasters) was, in those cases where the parents who brought me their sons were men of education, to request them to allow me to ask a few questions in their presence. I was thus often enabled to detect and point out, in a very short time, extreme want of soundness in the previous instruction. Thus I often occasioned great mortification; but I thought this far better than to become responsible afterwards, in any way, for deficiencies not attributable to neglect on my part, and which I perhaps might not have time allowed me to remedy.

UTILITARIAN VIEWS ON EDUCATION.

We like to view the subject of Education, not only prospectively, but retrospectively; to canvass the influences which have led to a desire

of change, and of extension, as well as to watch deviations from the old school routine, as they display themselves practically. Amongst the writers who have expressed dissatisfaction with the past in Educational matters, we may reckon William and Robert Chambers, whilst, at the same time, none perhaps have contributed so largely, both to raise and gratify curiosity on varied subjects, at once to instruct and entertain. We desire fully to acknowledge this debt, before we allow ourselves to say anything disparaging. Our present remarks have reference to a work which has been some time published-" A Tour (it may almost be called an educational tour) in Holland and Belgium," by William Chambers.

Our perusal of this very interesting book was quite accidental, certainly not with any view of censure or criticism; but we could not help observing the inconsiderate manner in which the author falls foul of some of our old school ways, and the tone of needless, and even careless vituperation in which he indulges. It may serve as a hint to our readers to watch carefully the opinions on education jerked out, as it were, from time to time, as opportunity offers, by writers of this class.

In page 16 we find :

"In none of the foregoing seminaries which I visited, nor in the Dutch Schools generally, is the practice of monitorial teaching pursued. Setting boys to instruct boys is an absurdity which finds no countenance in Holland."

In page 28, in the chapter on Haarlem, we read with surprise :— "The schools in Mr. Prinsen's house appear only to exist as model institutions for the special training and exercise of the young schoolmasrers. The individuals under his care are usually lads who have shown peculiar tact when appointed to act as monitors. ** Mr. Prinsen is director of all the schools in Haarlem and its vicinity."

Whether the monitorial system be good or no, this style of complaint, and then of self-contradiction, is pettifogging, we may almost say, unprincipled.

Again, in the same chapter we have the following side-blow, and a most ill-aimed one it is, at old school discipline :

-

"I observed in this school for the first time that the children are allowed, for the space of one hour in the day, to make drawings of figures in nature or art on their slates. ** As I walked amidst the rows of little Dutch boys and girls, and witnessed the pleasure they experienced when I smiled an approval of their labours, I could not help comparing what I saw with my own unhappy school days, when the drawing of a figure on a slate was visited with a punishment suitable to a high moral transgression."

Surely Mr. Chambers ought to have the sense to see the difference between an hour's regular practice in drawing, and the delineation of cows on a slate, which ought to be covered with sums, an offence for which, we will engage to say, that the schoolmaster did no more than rap his knuckles. Beneath one of Sir Joshua Reynolds's early performances of this kind, his father wrote, with some anger, "Done by Joshua out of pure idleness." As this specimen of his talent was probably executed at an improper time, the old gentleman was perfectly right-Sir Joshua had the power of making all his studies, especially his classical studies, subservient, finally, to his art, and his common sense was

such, that he would have agreed with his father, rather than with Mr. Chambers. There is a time for all things: let a drawing lesson be a drawing lesson; but do not let us have each boy consulting his individual genius at his private discretion. Count Algarotti, in his celebrated essay, suggests that, as Achilles,

When by his mother sent away,

Amidst the Thracian girls to play,

showed by his choice of arms at once his sex, and his prevailing passion, so boys might be turned into a school-room, and, according as they made seizure of book, pen, or pencil, their instructors might observe their prevailing taste, and encourage it: but we fancy even his charity would scarcely have extended so far as to allow them to chop and change their pursuits at the discretion of the moment..

But neither in school, nor out of school, does our mode of proceeding appear to satisfy Mr. Chambers. In the same spirit of captious contrast is the following :

"Habits of cleanliness are strictly enforced at all the Dutch schools, and in this respect they are far in advance of our unruly seminaries, from which the children too frequently rush like a drove of cattle, and behave themselves out of doors as if all that they had learnt within went for nothing."

In spite of our merciless severity to children for scribbling on their slates, it appears that they can leave the school-room doors laughing and shouting merrily; and a very good thing too. Many and pleasant are the descriptions which our poets have given us of such scenes and sounds: nor should we like to see a set of children coming from their finished tasks with the austere orderliness which characterizes the departure of a congregation of the Society of Friends from the meetinghouse. Away with such sickly stuff! We regret the premature phlegm of these Dutch children, if indeed their extreme demureness is not overdrawn for the sake of making an invidious comparison. We might attribute it, indeed, to philosophic melancholy, if the author's inquiries at Utrecht had been answered in the affirmative.

"I inquired if the pupils were taught such branches as animal physiology, astronomy, geology, chemistry, hydrostatics, optics, or, what is not less important, mental philosophy; the answer in each case was, No, no, nothing of the kind.",

We do not wonder at the impatience of the triple negative to these inquiries. It was Coleridge, we believe, who said, "We must have courage to be ignorant of some things." Which of the articles enumerated in his list would Mr. Chambers have had the courage to forego, as of minor importance?

When men of such general intelligence, and apparently so little practical experience, write in this way, can we wonder that many, in and out of Parliament, can be found, who, themselves knowing nothing thoroughly, quarrel with our schools and universities because they do not teach everything-superficially.

Notwithstanding our censures, we recommend the purchase of this work, (which is published in a very cheap form), both for its general interest, and more especially because it contains some important information with respect to the actual working of that system of educa