It appears that there is accommodation for 1956 boys, 2675 girls, and 704 infants; and that the average numbers in attendance are 1150 boys, 850 girls, and 273 infants. Thus the numbers for whom accommodation is provided exceed the average numbers in attendance by 806 boys, 1825 girls, and 431 infants. The total accommodation is for 5335 children, and the total number in attendance amounts to 2273; and this for a population of at least 85,000 people. Whatever estimate may be made of the children who ought to be at school, it is very evident that the number in actual attendance is miserably small, even if we should suppose the various dissenting bodies to educate a number equal to the Church. We must remember, however, that the schools are built to receive Sunday scholars, whose attendance is much more numerous. The following is an extract from Mr. Hutchinson's letter. "Both the schools and churches are over large, and whilst you have vacuity staring you in the face in both, people will not aid new undertakings. It can hardly be expected." APPENDIX C. The Chief Constable of the Manchester police, in his Report for 1846, says "I have much pleasure in being able to give a satisfactory report of the diminution and prevention of crime, and offences of a disorderly character, within the borough. "The number of apprehensions during the past year has been less by upwards of 2000 than in the year 1845, and about 6000 less than in the years 1841 and 1842. This is attributed in some degree to an improved state of education among the poorer classes. "Of 527 persons committed for trial and convicted, 210 could neither read nor write; 285 were only able to read and write imperfectly; 28 could read and write well; and four were of superior education.' He states, also, that "the constables being all able to read and write, and generally better educated than was formerly the case, has also contributed materially to the advancement of good order, and the attainment and maintenance of a higher tone of moral feeling, and to greater discrimination in the performance of their duties." 66 The return shows that 4265 children have been reported as lost in the streets, and that 15957. have been taken from persons found drunk.” Report by Her Majesty's Inspector of Schools, the REV. J. J. BLAND- SIR, I HAVE the honor to present to the Committee of Council on Education a Report on Schools inspected by me, according to their Lordships' instructions, in the year 1847. These schools are situated in the counties of Lincoln, Derby, Nottingham, Leicester, and Northampton. Some of them have been inspected on former occasions, but the greater part have not. In the following table I have recorded the sum of the statistical information which I was instructed to collect, in regard to these schools; and a few remarks upon the efficiency of each have been added in the tabular form agreed upon at the conference of her Majesty's Inspectors in 1847. I have endeavoured, in my Report, to compress the substance of these remarks into as small a compass as is consistent with clearness and precision. 464, 144 26,754 12.786 252 42 4600 4160 2891 651 495 2003 4350 907 332 15% 2509 1389 1231 715 153 44 56 The results are calculated for 167 schools. Out of 12,786 children who were present at examination, I find that 2891 can read the Scriptures with ease, and that 651 can read books of general information with ease and fluency. After hearing the children read from the Bible, I always put some secular book into their hands, generally the fourth lessonbook published by the Commissioners of National Education in Ireland; and I constantly found that numbers, who could read the Bible with great fluency, could not read three lines together from the latter book without making mistakes. Scarcely any attempt has been made, in the majority of these schools, to teach the children to read with correct emphasis and a just expression; nor is this to be wondered at, since neither masters nor mistresses have been taught themselves, and consequently they attach little value to good reading. The only school in which I found that a systematic attempt had been made to teach the children to read with a proper expression was the Victoria School at Chesterfield. The schoolmistress there has been very successful in this important branch of education, and it is one of the most striking features in her school, the children in which read with a degree of expression and correctness which I have never found in any other. It appears to me that, in order to teach children to read well, the instructor must accustom them to read poetry more frequently than according to the general habit. If proper pieces were selected, they might be made the groundwork of admirable lessons, not only in the art of reading, but also in geography, history, grammar, &c., according to the plan alluded to by the Rev. Henry Moseley, in one of his Reports on the elementary schools of this district (vide "Minutes of the Committee of Council" for the year 1845, vol. i. p. 230). For instance, what an excellent lesson in reading, history, and geography combined might be given from those stirring lines of Macaulay, in which he describes, with such spirit and power, the firing of the beacons announcing the approach of the Spanish Armada! The allusion to Mexico, in the fourth line, would afford ample scope to an intelligent master. He might describe the variety of its soil and climate, the stores of its mineral wealth, its grand and picturesque scenery, its luxuriant vegetation, the character of its ancient inhabitants, and the romantic history of its conquest; in short, every line might be made the groundwork of communicating to a class abundant information in a most agreeable manner. I know from experience, that a lesson given on this plan is admirably calculated to keep up the attention of the children, and that the thought and study absolutely necessary to give the lesson with energy and vigour is an excellent exercise for the master. Most of the schools are very deficient in books. Those in general use among the lower classes are the Society's books, Nos. 1 and 2, the parables, miracles, discourses of our Lord, and the Sermon on the Mount. These are generally in a dirty and tattered condition; the children read them over and over again, until they know them by heart. I wish I could add that they are instructed as to the meaning of what they have thus read. Sometimes the second book of the Irish series, or of the Society for Promoting Christian Knowledge, is used. These, with the third book of the same society, the third and fourth numbers of the Irish series, and Sellon's, Ostervald's, and Trimmer's Abridgments, and the History of England, constitute the class-books used by the upper classes. It is not to be understood that these secular books are used in all the schools which I have visited. In a large proportion of them the books in general use are of a religious kind; and, even when others of a different description have been introduced, the supply is generally very scanty. I need scarcely say that it is impossible for a teacher, however earnest and intelligent, to raise the standard of instruction in his school, and to have it in an efficient state, without an adequate supply of books and apparatus; and for trustees and managers of schools to expect that teachers can overcome the ignorance of the children without this supply is just as reasonable as to send troops unarmed against an enemy, and expect them to return victorious. It appears that their Lordships contemplate making, in certain cases, grants for books, as well as for apparatus. I may be permitted to say, that, I do not know a method by which they could render more effectual service to the schools in my district, or afford greater encouragement to several deserving teachers. The schools which I have inspected are very defective in regard to their organization and arrangement; the children are unequally classed; and the lower part of the school is too often left to monitors, who teach the children but little worth knowing. In some schools parallel desks have been introduced with good effect, but in the majority of cases they are still attached to the sides of the room. This latter arrangement renders it impossible for the master to exercise that vigilance over every class, which is essential to the well-being of his school. A teacher should be able not only to keep up the attention of the particular class to which he is giving instruction, but should, at the same time, possess an accurate perception of everything that is going on around him. If he would have the hearty co-operation of his pupil-teachers or monitors, he must impress them strongly with the idea that he can do this; and that because he possesses this power, he can at any time appreciate the exertions they are making. For a master to do this thoroughly, to teach a class, and at the same time to superintend the working of the whole school, is the perfection of teaching. To do this effectually requires a keen eye and a master mind; to accomplish it in its fullest extent is what few attain to, and many are prevented from even attempting it, owing to the defective organization of their schools. children, whilst writing or working their sums, sit with their faces to the wall; the others are placed upon benches, with their backs turned to the master, so that he cannot see what they are about; and the consequence is that the greater part of the school is doing nothing, or playing with their monitors. The I cannot speak favourably of the actual amount of knowledge possessed by the children, or the general efficiency of the schools. The standard of instruction is very low. At the |