86

however, been paid to Geography, the numbers
having risen from 642 to 703; and to Gram-
mar, where the increase is still greater; being
648 against 549. A careful inspection of the
Return itself will show the Schools in which
the deficiencies as well as the improvements
I have remarked upon are most discernible;
but with respect to some of them there is a
cause of their comparatively backward con-
dition which I must again refer to; I mean
their frequent changes of masters. During
the past twelve months eleven fresh appoint-
ments have been made; rather more than
one-third of the whole number. Three resig-
nations depended on private reasons, four
were sent in at the request of the Committee,
two were fresh appointments to new schools,
and two were transfers from other schools.
These changes, though sometimes una-
voidable, are generally prejudicial to the ad-
vancement of the schools; and some of them,
at least, might be avoided by a little closer
scrutiny into the qualifications of candidates
before making their appointments. In con-
sequence of these changes, and of very few
masters having had any preliminary training
for their work, there is a frequent want, not
of the required amount of knowledge, which
is secured by a previous examination, but of
teaching power; and until this is gained the
school suffers. I have endeavored to meet
this want by supplying the schools with
copies of the most approved Manuals for
Teachers, such as Dunn\'s, the Manual for the
Borough Training Schools, Dawes\' Sugges-
tive Hints, an Account of St. Mark\'s School,
of King\'s Somborne School, and others; and
by the occasional introduction of some educa-
tional works, entering more fully into the
subject; but I still find that new Teachers
are frequently at a loss to know what is ex-
pected of them, or to what subjects they
should mainly direct their attention. Our
Committees also, being elected entirely, are
now and then composed entirely of new
members who have no previous acquaintance
with the plans which are followed in the
schools. For these reasons I have thought
it might be useful to give a slight sketch of
the internal economy of our schools, of their
teaching, the books they use, and the recom-
mendations which I make from time to time,
and find to be needed most frequently.

The School Hours are generally, although
there are some exceptions, from nine o\'clock
to twelve; and from one to three, or from
two till four, in the afternoon; for five days
in the week. This gives 65 school days in
each quarter of 13 weeks; and, before the
Board grants any augmentations of salary, or
gratuities, it requires the master to show an

average attendance of 60 per cent. or of three
out of five children daily. But in order to
make due allowance for holidays, sickness,
bad weather, and other unavoidable causes of
absence, it makes its calculations on 11 weeks
instead of 13; reckoning only 55 school days
in each quarter. Nearly two thirds of our
schools attain this average, whilst some rise
considerably above it; very few show an
attendance of less than one half the total
number, thus calculated; and, where they
habitually fall short of it, I have always found
either want of teaching power in the master,
want of interest in his work, want of manage-
ment, or some local disagreement sufficient
to account for it.

The want of clocks and bells to insure
regularity has often been complained of; and
with good reason; but where the master is
punctual himself, he has a wonderful power
of producing punctuality in his scholars.

A Roll Book is kept in each school; and
when kept in a classified form, is a re-
cord, not only of each child\'s attendance, but
of its progress in the school from one class
to another. From this the Quarterly Re-
turns, which the Education Act requires,
are made out upon printed forms, and are
forwarded to the Inspector, duly certified by
the Chairman of Committees.

In addition to this the plan of giving
Weekly Tickets to the children, showing
their attendances, conduct, &c., has been
adopted in some schools with good effect.
They are issued by the Board upon applica-
tion. They are generally liked by the chil-
dren, who take them home on Friday after-
noon, and return them on Monday morning.
They keep up a communication between the
school and the parents, they check truancy,
and are little spurs to regularity of attendance
and good conduct; especially when a certain
amount of marks is fifteen per week; viz.,
one for each attendance, morning or afternoon
if the child is in good time, well conducted,
and attentive; and one daily as an extra
mark of the master\'s satisfaction with the
manner in which the day\'s work has been
done.

There is no one system of teaching gene-
rally followed in our schools. A good mas-
ter makes his own; and no system is worth
much without it. In half our schools the
average attendance does not exceed 25, and
the plans found necessary in large schools
are inapplicable; in others, when asked for
my advice, I recommend the Tri-partite
system of the Rev. Mr. Moseley, or a modi-