those 50 or 100 years ago, would have gone to the grammar schools. If we compare the educational training of the old grammar schools with commercial schools, we shall see at once what a large amount of intellectual culture and discipline has been lost to the middle classes. The educational training of these old schools has no corresponding equivalent in modern commercial schools. It is impossible to restore the discipline of our old grammar schools, nor would it be desirable if possible to offer to boys destined for industrial and commercial pursuits an education which at least could only be a faint imitation of that which is given in the best grammar schools and universities. Latin and Greek can scarcely be taught in commercial schools with the same efficiency as it is taught in grammar schools, and geography and history as they are usually taught are certainly not of much value as a means of education. The instruction given in commercial schools should be scientific rather than literary, one or two teachers of science systematically taught should form the basis of education in these schools. In the public schools and universities abstract thought without any reference to work is their chief business; on the one side we have a class of thinkers, on the other side a class of workers. The proper business of our commercial middle schools and many of the grammar schools is to apply the abstract thought of the educated classes to the labour of the working classes, and in whatever way we impregnate labour with this knowledge we tend to lighten the burden of daily toil, and make that a blessing which is otherwise a curse. As it would be impossible to teach all the sciences in any school not purely a technical school, some selection must be made, mechanics and chemistry are the sciences of many industries; in place of chemistry some other experimental or natural science might be substituted, according to local circumstances. A good elementary text book on any natural or experimental science can be mastered with less patience and less labour than is required to master a Latin grammar. The time bestowed on a Latin grammar would make a boy of average ability master of any experimental or natural science, and this in itself is an education. Is it not an injustice and a waste of time to keep a boy for years at Latin and Greek without any prospect of his attaining more than mediocrity in these studies, or continuing his education beyond the ordinary school period? Latin and Greek require the constant exercise of the same faculties, and it may happen that a boy who has no natural taste or aptitude for these subjects may succeed with credit and even distinction in the study of some branch of experimental or natural science, and these when properly taught are not without their logic. Whatever view others may take, the middle and working classes will estimate the value of education according to its practical ability in the business of every-day life. The study of almost any branch of science has not only a direct bearing on many of the practical affairs of every-day life, but also supplies all the conditions necessary to strengthen and discipline the intellectual

faculties. If the object of a school life is to give a boy the power of acquiring knowledge and enabling him to think logically, what can be so suitable as the study of those natural laws and forces by which and through which the universe exists.

From MISS A. CLOUGH..

I THINK the plan which follows the few remarks I am about to make will best explain my views as to some desirable improvements in female education.

I am entirely ignorant of the state of education in London, and am therefore not qualified to judge whether my scheme would be either practicable or popular there; but I have had some personal knowledge of schools in the country, having managed one for the upper classes in Liverpool, and at Ambleside I conducted one for the children of the tradespeople and farmers. I have also known something of middle-class private schools, both in Liverpool and elsewhere. These I consider to be in many cases very bad; the teachers often being ignorant, wanting in cultivation, system, and power of governing the young. It is indeed deplorable that children should not be in better hands, for what they learn is worse than unprofitable. Of course this condemnation does not apply to all schools of this class, but to a very large number.

And the parents of these children especially need help; they are willing to pay moderately, as they do not like sending their children to charity schools; and I think this is a good feeling and one to be encouraged. The gentry and the clergy do not often help this class; they are occupied with the really poor. Besides that, in this class there are many dissenters, and they are as a whole often very independent about their children, and not very popular. They have neither time nor knowledge enough themselves to set up schools for their sons, much less for their daughters, so it frequently happens that their whole families are neglected or ill taught.

It was the pathetic appeal of the mother of a large family that induced me to try what I could do for this class of children, and though there were many difficulties and some prejudices to be overcome, yet in the end a measure of success was attained which was very satisfactory; and when I was unable to continue the school, some of the parents took it up, and it is still going on under other management.

To me this appears a case in which Government might, with great advantage, step in with a small amount of direct help and something more in the way of organization and plan to guide and assist the efforts of corporate and proprietary bodies or even possibly of private individuals. At a very trifling expense, only just sufficient to give Government a voice in the management, much might be done. I believe too that local bodies would find

it difficult, solely on their own authority, to organize such schools as I have suggested on sufficiently liberal principles to insure the attendance of all denominations of Christians.

PLAN.

1st. A permanent educational board to supervise female education, partly composed of members of the Universities and partly of others interested in the subject, all being appointed by Government.

2nd. The establishment of cheap day schools by corporate and proprietary bodies, and also, if possible, by private individuals, on a plan approved by Government, with some small endowment. At these schools a good English education should be given, with singing and drawing, at a charge of not more than 31. or 41. per annum for each pupil.

Modern languages should be extra, and instrumental music need not be taught, or else a separate academy set up for it.

In large towns one or more central schools should be formed with lecture halls and play-grounds attached, and also a library of books of reference for the use of teachers, and another of reading books for the use of the pupils in the schools, it being a great difficulty to get parents to purchase what is needful.

Branch schools should be set up in connexion with the central one, and private schools might be invited to unite themselves to the central schools.

The pupils from the branch schools should assemble for collective instruction in certain subjects, such as history, English grammar, arithmetic, geography, and also in drawing and gymnastics at the central schools. The variety afforded by these meetings would be pleasant and inspiriting to the pupils; but care should be taken to insure sufficient supervision, and all needful preparations for these lessons should, in every case, be made with the private teachers.

Great liberty in the way of plans and systems of instruction ought to be allowed, if only the results prove satisfactory, and this in order that such of the existing teachers as are capable of bringing their schools up to the Government standard may be encouraged and assisted, not in any way driven out of the field.

Assistance would thus be given to private efforts in conducting small schools, and the pupils would still enjoy those advantages of personal influence and personal character specially desirable for girls, united with superior instruction and the pleasurable excitement of receiving it collectively; perhaps also the enjoyment of better rooms than would otherwise be procurable. In these schools, especially in the central one, a great amount of supervision would be needful, and very strict regulations ought to be made about the coming and going to and fro.

The name given to these schools would have a very important influence. They ought not to be called middle-class schools. That name might deter many of a superior order to the lower

tradespeople from sending their children, and it is to be desired that all who are unable to procure higher advantages for their children should be induced to avail themselves of these institutions. An admixture of a more cultivated class might be made a means of raising the lower without any sacrifice of the higher, if only proper superintendence and attention to details of various kinds could be insured. Such a name as "Victoria Schools " would perhaps be popular.

3rd. Besides the assistance given to cheap schools, it might be very valuable for the improvement of even a higher class of schools than those before mentioned to establish professorships on general subjects of interest. The subjects might be the English language and literature, English history and general history, scientific subjects and art.

In large towns some 20 or 25 lectures might be delivered by one professor in the course of three months to a number of schools collected in groups according to situation. Of course these lectures would only be for elder pupils. A certain amount of preparation might be required from the pupils beforehand, under the supervision of their teachers; the professor pointing out the course of study and the books to be got up on the various subjects. He should also be expected to test the attainments of his class as he went on, not merely to instruct, though there need not be a set examination. This sort of instruction would be an immense help to teachers, and an enlivenment to the pupils. It would be the means of bringing both the teachers and the taught under the influence of (it is to be hoped) superior men, who might probably be led to take a greater interest in female education, with such increased opportunities of knowing something about it, and using their influence in directing it.

Some intercourse with University men who carry on the highest education in the country would be a great boon to many teachers who are doing their best under very great difficulties.

In carrying out this plan the help of Government would be especially valuable. The best schools in the country would find great difficulty in securing the services of superior men, even if they could afford to pay liberally: it would be a condescension in a University man to undertake this work. It is only in the London ladies' colleges, and perhaps a favoured few other schools, that such assistance can be obtained. But if Government made the appointments, not only the salary but the position would be totally different.

It has been seen that this is the case in regard to our Government inspectors of schools.

The institution of co-operation in superior schools in one point might suggest to teachers the advantage of trying it in more, and thus education might be made cheaper, even for the higher classes, which would not be unacceptable.

Professors might also be appointed to a district of several small towns, taking three or four, according to size and locality.

Some small fee might be required from each pupil attending any professor's classes.

This money might be applied to pay part of his salary, and thus lessen the amount of endowment needed from Government. The town or towns where the professor delivered his lectures might be expected to provide rooms for the classes and defray all the needful local expenses.

These lectures might at first be given only during three months of the year.

4thly. Scholarships might be founded in any established proprietary schools.

In all endeavours to improve female education it appears to me undesirable to discourage the present class of teachers. As a body many are, of course, incapable, but a large number, though not very efficient as instructors, possess a moral influence, which is most important in giving a refined and cultivated tone to the whole course of education; and this is what English people are most unwilling to lose. Many of these ladies have seen much of life, and have taken to teaching from reverse of fortune. Their experience is worth something, especially for girls; they may be well qualified to be superintendents and managers of details, and to give a moral character to the whole, while under them should work those who have devoted much time to study.

In the inferior schools cultivated superintendents will be much needed, for the children who may probably attend them will require the most careful supervision, and to insure their success and respectability much attention must be given to many small matters, which would only be thought of by women of some education and refinement; in short, the position should be made an honourable one.

I am especially anxious that something should be done to induce teachers to co-operate and work their schools in groups, to avoid the great fatigue and expense at present caused by everything being taught in a small school to children of various ages.

But whatever is done should be done gradually and by way of experiment.

I am more inclined to ask that any money given for improving the education of girls may be spent in direct instruction than in inspection. The former, I apprehend, in the way I desire it (if we get the right men) will give more cultivation to the mind and awaken a greater desire for information and interest in general subjects.

Inspection will hardly do this. It will be dry hard work both for the inspector and the inspected, and moreover the Cambridge examinations already supply this need in a great degree.

ANNE J. CLOUGH...