ren from Secondary Schools and to send them to Elementary ones,„because“, he added, „they get a better instruction there.“

The Head Teacher of Oldfield Road School first of all showed me a certificate to the effect that his school was a very good one. Then we looked at a collection, belonging to himself, consisting of minerals, fossils, coins, woods, petrifactions, etc. He spent rather a long time in showing them to me.„It is my weakness,“ he said. After having admired them, I went with him through the, different classes, unfortunately, too quickly for me. The boys were learning either Geography(it was the Geography of Great Britain), History, Arithmetic, or Reading. It was between 10 and 11 0’'clock; most classes were being instructed in Geo- graphy. I could not get a fair impression of the knowledge of the boys herein, as we only remained some minutes in these classes. A little after 11, we came into a class where Read- ing was being taught. The 96 boys were all reading together. The Head Teacher called up a boy of 8 years and told him to read alone. He read rather badly. Then the Head Teacher asked him three questions:„Tell me a noun, a verb, and a pronoun.“ The questions were all answered correctly. In an arithmetic lesson, part of the boys got different cards on which the questions were written,„to prevent copying,“ as the Head Teacher said.

It was rather remarkable that in 3 or 4 classes the Head Teacher ordered the pu- pils to sing. Not being at all musical, I could not judge whether the boys were singing well or not. The Head Teacher explained me two singing-methods and showed me the „Modulator,“ on which were letters and signs.(Do, Re, Mi, Fa, Sol, La, Si, Do etc.)„One method is the German one,“ said he, doubtless thinking that would be of great interest to the„musical German“. In one class the boys were singing according to these signs and letters written on the black-board.

A short religious observance consisting of saying prayers and singing hymns precedes the lessons every morning from 9— 9.15. This religious instruction is held quite generally, and no particular confession is taught. It consists of the explanation of the Bible, and the teaching of the principles of Morality and Religion,„as are suited to the capacities of child- ren.“ Children may also be exempted from it, if desired, but during the corresponding time they receive separate instruction in secular subjects.

In general, the boys made a good impression, and their bearing was good. Of course, there were a good many among them who appeared somewhat unclean and who were poorly dressed, but most of them looked very neat indeed for Board School pupils. As to discipline, I cannot judge, as boys, in the presence of a stranger— perhaps more so in the presence of a foreigner— like to keep quiet. It is likewise impossible for me to give, from my own experience, an opinion as to the methods of teaching and the quality of the instruction in Popular Schools, as I was for too short a time in a school of this description. I was hurried through. Let us hear the opinion of Englishmen themselves on this point.

As to the discipline and order in Public Popular Schools, many Inspectors are quite satisfied, others, however, think that much remains to be done, and it seems as if the latter were right. But all agree in acknowledging that great progress has been made during the last few years. Mr. Colvill says:„The schools are much more orderly than formerly, and there is much less copying, as a rule, than one used to see. The movements of the classes are carried out much more quietly and with less expenditure of words.“

The same progress is reported in the educational results. Mr. Matthew Arnold, who was several times on the Continent to study the schools there, compared English Public Popular Schools with foreign schools of this kind, especially with German ones, and found a higher state of instruction in our Elementary Schools than in the English.„The higher one rises in a German School,“ he said,„the more is the superiority of the instruction over ours visible.“? He also thought the methods of teaching in foreign schools more natural and rational than in the English.„Again and again,“ he said,„I find written in my notes:

¹ Parliamentary Papers. 1884. Vol. 24. Page 268. ² Parliamentary Papers. 1886. Vol. 51. Page 258.