may prescribe, be made to permeate the system of our common schools. As further promotion of the end proposed, let invitations be freely given to draw up suitable manuals of Biblical ethics for common schools, and help shall be forthcoming towards premiating such as may receive the imprimatur of this Association. Those to whom the idea is new will be astonished at the extent of ground capable of being covered by such manuals, and with the narrowness of the issues which remain, not ignored but reserved, to be dealt with specially and by arrangement, apart. On the one hand, materialists attained to high places and free to disseminate what may be deemed their creeds, are becoming tolerant of other men's more trustful persuasions. For they are constantly reminded that repudiation of all restraints other than what shifting judgments accept pro tem., that self-complacency in regard to responsibility hereafter, are a kind of luxury not to be safely indulged in by the opulent few, if the surrounding masses become converted to like persuasions, and to belief in no risks other than police vigilance, no aspirations higher than to prevail or to enjoy. On the other hand, the State no longer imposes a uniform creed by fire and stake, or even by indifference and contempt. The author then gave a short sketch of a first or introductory lesson in a system of rudimentary ethics for common schools. Remind the children that to be clever is not enough, they must learn how to be good. Explain that obedience is their first duty, and why it must be implicit until they reach a riper age. İllustrate by the peculiar helplessness of human infants, their proneness to touch a bright flame, until instructed otherwise, &c. Show the necessity of authority for prescription of duties and of uniformity in recognition of what is right and what wrong. Trace back authority from parents to their progenitors, up to the fountain head-Divine Revelation. Show a handsome copy of the Bible as record, and as text-book. Refer to it reverentially as too holy to be handled like common school books, but to be expounded by ministers or other teachers of religion at times set apart for that object. Exhort to due attendance at religious instruction given by teachers appointed distinctively. Explain wherefore distinctively, and the analogy of diversities of name, race, nationality, &c., all being taught like duties, although in different terms, just as the same things might be told in different languages. Set forth those duties-first to God-next to fellow-creatures-and, associated therewith, duties to self as mortal and immortal. Quote only such Biblical texts as in

volve no controversy.

Miss JANE MILL read a Paper on The Future of the English Kinder-garten." After first defining the relation which Fröbel's system of education should bear to the general education of the country, the paper went on to specify the causes. which have led to its comparative failure, the principal being that it has never been thoroughly translated or Anglicised; hence it has become a toy or species of amusement, rather than the means of a deep and earnest culture-even the name itself being a misnomer. It next shows that the Kindergarten, properly understood, contains the natural and proper elements of all physical, industrial, and art education. That it is not only adapted to the nursery, the infant and primary schools, but is equally suitable for some of the secondary branches of education, especially those in which geometry, drawing, natural history, design and art are required. A definition is then given of what the education of the future should be. First, as to the spirit and method to be maintained in the schools; that children should be trained to their studies in a playful manner, and that the end of education is to train men and women to be intelligent, strong, and selfdependent, so that by a moderate amount of healthy and honest labour they may be able to obtain a competent livelihood. The object of this education is further defined to teach the pupils to know, to think, to labour, and to feel; to speak, to read and write. The basis and nature of industrial and art education are also dwelt upon, and the progress of this special branch of tuition in the industrial and trade or technical

schools of Europe pointed out. The education of the hand and eye are here shown to be the key to the whole industrial education of the world; and it is claimed for the Kindergarten that it includes the elements, the very basis and first. principles of this; that it is the natural method, and from the lowest productions of savage life to those of the highest achievements of the greatest artists, it has been but a question of degree of capacity and culture, and the seed of the whole of it is in the Kinder-garten. Examples are then given of the economical use of Fröbel's system in abridging the time necessary for teaching and apprenticeships, especially for mechanics and art-workmen, it being contended that as much as three years will be saved; or, in other words, a young man of eighteen will be as advanced as another of twenty-one; and further, that it will develop a taste and aptitude for art, which would not only limit the time of preparatory study which the

'See Transactions, 1874, p. 528.

artist would otherwise require, but would infuse a general love and appreciation of art throughout the whole community. Further, it is maintained that history, geography, and science may be agreeably imparted to children; and it is finally contended that the primary education of the country, based upon this system, should be entirely in the hands of women.

Miss E. A. MANNING read a Paper on Moral Teaching in Schools.'1-This paper describes the subject-matter of ethical lessons, suggests methods of imparting them, and aims at showing that special moral teaching is not only of great importance, but can be made thoroughly interesting to children. With regard to Subject, it is stated that the teacher's main endeavour should be to make young people acquainted with the laws and the order of the moral world, so that they may have a vivid perception of the position in it which they occupy. They should be taught to realise their relations, permanent and temporary, to their fellow creatures, and the duties closely attached to those relations. The supremacy of conscience should be impressed upon them. Their membership with the whole human family should be brought before them as a living fact, and thus their sympathies will be quickened and intensified, and the claims and possessions of others, invisible as well as visible, will be clearly recognised and respected. The teacher should dwell, too, on the various elements of character, on good and bad qualities, on virtues and faults, and many accidental subjects connected with the conduct of life will present themselves for consideration. By these means a sense of the constant authority of duty will be cultivated, a healthy and high-minded tone of mind promoted, and the pupils will learn to form true moral judgments, and to seek right and useful aims. The second point dealt with is the teacher's Method. The Imagination is described as the proper medium through which ethical truth should be conveyed to children's minds. With its help the lessons may be rendered both attractive and impressive. For it is this power that chiefly enables us to apprehend moral science, and children are not only largely endowed with it, but moreover enjoy its exercise keenly. The teacher will use the imagination in many ways-for defining his subject, for finding analogies and illustrations, for appeals to experience, for calling forth affections and dormant sentiments. It will also give life to examples out of history, bio

1 This Paper has been printed in pamphlet form, and published by Edward Sandford, 1 Charing Cross S.W.

graphy and fiction, and, through poetry, proverbs, and pictorial art, it will further aid him in enforcing moral truths. There is no fear that lessons will be dull which depend upon such a lively faculty, and children remember nothing more tenaciously than what reaches them through an imaginative channel. The paper next refers to the great importance of moral teaching, arguing that as the intellect is intimately joined to the conscience, right thinking is an essential part of right acting, and good principles must rest on true ideas of ethical relations. The training given by discipline and habit is of course indispensable, but in order to prepare children for the journey of life they ought also to be instructed by others as to the nature of the road along which they are going to travel. Systematic efforts should consequently be made to enlighten the conscience, and to guide the moral tone in early years. In reference to religion, it is explained that the relation of these lessons to religious teaching is very close, for their object is to bring into clear view the duties to which the sanctions of religion apply, and they are grounded on the idea of obedience to Divine laws. In conclusion, this paper mentions the need of practically useful books on moral subjects, and the still greater need of earnest and efficient teachers.

A Paper was read by Dr. MATHIAS ROTH 'On School Hygiene and Scientific Physical Education.'-Dr. Roth divided his subject into three parts, 1st. School-building, 2nd. The Teacher, and 3rd. The Pupils. The school, he said, should not be built near barracks, noisy and injurious factories, or a badly drained. and enclosed neighbourhood, or in the country, near pigsties, heaps of manure, a stagnant pool, contaminated streams, &c. Dry land, on sand, gravel or chalk is the best; where this cannot be had the land should be well drained, the foundations built. of materials preventing the humidity from ascending the walls; layers of asphalte or cement or concrete are for this purpose the best; dry, ventilating, well-baked bricks, and no hygroscopic material to be used. Where wood forms the principal building material, it should be sound and dry, otherwise the wood fungus, either Merulius destruens or lacrymans, causes what is usually called dry-rot, which is only the product of the destructive effects of the vegetable parasite. The exterior of the school should not be too plain, and, without being luxurious, have some ornamentation pleasing to the eye. The school should

1 See Sessional Proceedings, vol. viii. 1874-5. Paper by Mr. William Jolly, H.M.I.S.

stand in its own grounds, which also serves as a playground, a part being covered in, to give the children who are playing, shelter during the wet weather; in rural districts a garden attached to the ground is of great importance, both as a healthy resort, as well as a horticultural school. The suitable construction of closets and urinals, the site of which should never be detected by the nose, was mentioned; further, that those places should not be too near the school or play ground, and the approaches covered, that the children may not be exposed to the sudden change from the warm schoolroom to the blast of cold wind and draughts. Special importance is attached to the provision that each closet and subdivision of the urinals should not admit, on any condition, more than one child. The school entrance should be placed in the direction opposite the prevailing winds, and the ante-rooms to contain washing basins, towels, soap, combs and brushes, mats and boot scrapers, pegs for hanging up the cloaks, hats, caps,-a stock of slippers and clothes belonging to the school to be also kept in this room, so that the children with wet shoes and clothes, coming from a distance, may have a change whilst their own are dried. The schoolroom should have at least from 120 to 150 cubic feet of space for each pupil, as children breathe more frequently than adults, about 1,500 to 1,600 times per hour; the supply and renewal of fresh air is of the greatest importance. Detailed notes on the position, size of windows, the window blinds and their colour, as well as the colour of the schoolroom-walls; on the construction of the floor and its covering; on the artificial light by gas, oil and candles; on the construction of warming apparati and ventilators; on desks, benches, chairs, and the backboard, were mentioned by Dr. Roth with special regard to their effects on health. The first good quality of a teacher, he said, is to be healthy, and to be able to take care of his or her own health; many sickly and weak schoolmasters and mistresses prove the deficiency of these most important qualities, which deficiency re-acts very badly on the pupils. The teacher must not only have a knowledge of scientific physical education, but must also know the art of teaching this science, which comprises: (1) A knowledge of the structure and functions of the various organs of the human body; (2) Of hygiene and the sanitary laws absolutely indispensable for the prevention of disease and the preservation of health; (3) Of the free exercises of Ling, which have lately been very considerably increased by continental teachers of Physical Education-they are called free exercises because no apparatus of any kind is required, only sufficient space where the pupils can move and use their brains