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which the scholars go forth with the largest
stock of information, however valuable and
practical it may be. The best school will be
the one where the training has been such as
to fit them for carrying on self-education
after they leave school."

"Education, based on the analysis of lan-
guage and the study of geometrical reasoning,
gives a boy a power over any book that may
be placed in his hands, which otherwise he
would not have had."

"The conclusion I have come to in this
matter is the result of eleven years' close
observation and experience—If our system
of instruction has, in the course of time,
become more intellectual than that usually
given to boys of the laboring class, it is
because I found by experience that such
training laid the best foundation, in a given
time, for the boys becoming afterwards valu-
able men, in relation to their kindred, their
associates, their employers, and their coun-
try."

"Before dismissing the question of mental
culture I must refer to another branch of
learning—I mean the learning music from
notes. Independently of the result obtained
(I mean the power of reading music). I know
nothing that is more valuable for fixing the
attention of children than the study of music
from notes. It can be brought to bear on the
culture of their minds at a very early age.
The whole school may be safely taught.
There is not one boy in ten who has an ear
so defective that it cannot be improved.
And think only what you are doing for them,
opening, as it were, a new sense, teaching
them a new language—a language in which
are written works of the highest genius and
inspiration."

"The power of attention, and consequent
mental activity, which I have observed to
result from making music from notes a regu-
lar part of the school business, has led me to
say deliberately to the promoters of schools
that, of two schools, ceteris paribus, if one
(A) were to make Music part of the school
business, and the other, (B) were not to do
so, it would be found, at the end of a given
time, that the scholars of A school would
have learnt every subject that had been
taught in the B school, and would know them
better besides having acquired the knowledge
of Music." "No one could look into the
animated countenances of our boys, from
nine to fifteen years of age, singing with

precision and self-reliance such music as
Handel's and Mendelssohn's choruses, without
being persuaded that the acquirement they
have made, and are using, must be exerting
a great influence upon their mental develope-
ment. The result strikes people as very
extraordinary. I can only account for our
success by supposing that a kind of action
and reaction is going forward; their music
acting upon their other studies, and their
other studies reacting upon their music." I
have given these rather copious extracts on
the subjects of Geometry, Grammar, and
Music, because I have reason to think that
the reasons for recommending them as
branches of school instruction are not suf-
ficiently understood, nor their advantages
appreciated as they might be; and in the
hope that school Committees may inquire
more closely into the qualifications of masters
in these respects than they have hitherto
done. With regard to the other subjects I
have touched upon, the remarks are such as
I have found most frequently required; and
are given that the Committees may be ac-
quainted with the plans which are pursued
or recommended in our schools; the manuals
I have mentioned contain ample information
on these and many other equally important
parts of the masters duty, which are not
mentioned here.

The most essential of these, those which,
double the value of all other qualifications
and make up for many deficiencies in other
ways, are a hearty liking for his work, and
a lively interest in his scholars, on the part
of the teacher. "Sympathy is the secret
of power—no artificial self-adaptation—no
merely official or pastoral relation—has an
influence equal to that which is produced by
the consciousness of a human and personal
affection in the mind of the teacher towards
his scholars—of the general towards his
soldiers—of the apostle towards his converts."
"Let it be remembered," says the Rev.
Mr. Hawtrey, "that in any hints I may
give for the conduct and discipline of a
school, founded on our experience, it must
always be understood that genuine sympathy
in the heart of the master for his boys, is
pre-supposed."

I have the honor to be, &c.,

J. D. GREENWOOD,
Inspector.