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questions to find how much of it has been retained, might be introduced more frequently than it is. I would especially recommend, in the absence of a sufficient supply of books, short readings on History, accompanied by frequent references to the Map; some short story or anecdote illustrative of moral worth; or simple sketch of some great historical character; or account of some great natural object or event. My own recollections point to this mode of giving instruction as producing impressions of the most lasting character; and I cannot refrain from giving two eloquent passages from a great German writer, Jean Paul Richter, in corroboration of this view. "The sublime is a step to the temple of Religion, as the stars are to that of Infinity. Let the name of God be heard by the child in connection with all that is great in Nature: the storm, the thunder, the starry heavens, and death; a great misfortune, a great piece of good fortune, a great crime, a greatly noble action. These are the sites on which to build the wandering Church of childhood." "Like a Greek temple, man receives his greatest light at the entrance and from above; and we may in vain look, at any subsequent period, for such a soil for cultivation, as we find in the nature of a young child."

It will be observed on reference to the columns showing the ages of the children, how very large a proportion those between 6 and 12 bear to the whole number. In England, scholars are not allowed to enter the schools under six years of age; but here they are admitted a year earlier. If these were added on one hand, and those who have reached the age of 12 on the other, this middle class would amount to about nine-tenths of the whole. At the ages of 5, 6, 7, and 8, the numbers are nearly equal, being about 150 each; at 9 and 10, they fall off about one-fourth; at 11 and 12, one-half; and after that age, those who remain are principally girls. This points out the necessity of the Master's devoting the chief part of his time and attention to his middle classes—to those under 10 years of age. The other children have, to some extent, acquired the habit of working by themselves, and the power of continued application, and require only occasional supervision; the younger ones demand constant attention and watchfulness, in order to turn to the best account their limited opportunities of improvement, before they are called away to the business of life. It is the decided conviction of those most competent to form an opinion, that in the school years, from six to ten, every child of average abilities may be taught to read intelligently, to spell well, to write legibly, and to master the first four rules of arithmetic, simple and compound, sufficiently for all the usual purposes of after life. I therefore consider the state of the middle and lower classes as the best test of the real efficiency of the School; and look upon any great gaps in the admirable course of reading provided by the Irish lesson books, as primâ facie ground for doubt and inquiry.

Having, in former reports, gone at some length into this subject, and pointed out the means of effecting the end proposed, I can only again repeat my firm conviction that the teacher's duty is not so much to give a certain amount of information, as to excite in the child a desire for it, a wish to use his faculties in gaining it for himself; "to give just views of his obligations, to prepare him for the duties of life; to cultivate habits of order, attention, obedience and self-control, cleanliness, kindness, and forbearance; to exercise his powers of thinking, and train him to the right use of language, the peculiar gift of man, the organ of reason; to give the means of employing that leisure, and filling up that vacuity of mind, which, in hours of leisure, leads to temptation."

J. D. GREENWOOD,
Inspector.