his pupils, and with the hope of influencing them for good, both morally and intellectually; but all thought of what may be done is soon crushed out of him by the pressure of what must be done; and there seems nothing for it but to get accustomed to the routine and to accept results which he feels to be very unsatisfactory. Once in the regular groove, his work becomes indeed tolerably easy, but it also becomes mechanical and dull. If we can once get the teacher thoroughly interested in the thoughts of the greatest thinkers about education, and at all conscious of the infinite field of observation and varied activity which he may find in the schoolroom, we have done both him and his pupil the greatest possible service. We have entirely changed the nature of his employment by changing the position of his own mind towards his employment. He no longer thinks of it as a fixed course of routine work, and the dulless of routine at once disappears, to the immense relief both of himself and his pupils.

"When a teacher looks upon his school as a field in which he is to exercise skill and ingenuity and enterprise; when he studies the laws of human nature and the character of those minds upon which he has to act; when he explores deliberately the nature of the field which he has to cultivate, and of the objects which he wishes to accomplish, and applies means judiciously and skillfully adapted to the object, he must necessarily take a strong interest in his work. But when on the other hand he goes to his employment only to perform a certain regular round of daily work, undertaking nothing and anticipating nothing but this unchangeable routine; and when he looks upon his pupils merely as passive objects of his labors, whom he is to treat with simple indifference while they obey his commands, and to whom he is only to apply reproaches and punishment when they disobey; such a teacher never can take pleasure in the school. Weariness and dullness must reign in both master and scholars when things, as he imagines, are going right; and mutual anger and crimina tion when they are going wrong."-Abbott's Teacher, Chap. I.

To those who expect the universities to find out good teachers for them, and to those who, agreeing with me that the universities cannot do this, go on to decry the examination scheme, I would say, "Why expect more, why demand more, from an examination at the entrance of the teaching profession than at the entrance of the other professions?" Examinations are found useful, and indeed necessary, in the case of young doctors and clergymen and officers of the army and navy; but the examiners do not decide who will succeed in their profession and who will fail. All they can say is that, other things being equal, a man with good knowledge will succeed better than a man with inferior knowledge; but they know full well that other things are not likely to be equal, and that a man's success in life (after the university stage of it) will always be due not to that which can be examined, but to that which can not. The soldier, if he succeeds, will succeed by courage, by a cool head in emergencies, by fertility of resource in difficulties; but in these particulars he cannot be called upon to satisfy the examiner. The clergyman benefits his parish more by faith, hope, and charity than by knowledge of the ancient heresies; but the bishop is obliged to content himself with securing the less important qualification.

Value of the Ilistory of Education.

The object of this first course of lectures is to introduce you to the study of what has already been thought and done in education.

The philosopher Locke says:

From

"We are all short-sighted, and very often see but one side of a matter: our views are not extended to all that has a connection with it. this defect I think no man is free. We see but in part, and we know but in part; and therefore it is no wonder that we conclude not right from our partial views. This might instruct the proudest esteemer of his own parts how useful it is to talk and consult with others, even such as come short of him in capacity, quickness, and penetration; for since none sees all, and we generally have different prospects of the same thing according to our different, I may say, positions to it, it is not incongruous to think, nor

beneath any man to try, whether another may not have notions of things which have escaped him, and which his reason would make use of if they came into his mind."

An eminent man, Henry Barnard, who was the first Commissioner of Education in the United States, has maintained that there is no department of human exertion in which preliminary historical knowledge is as necessary as in education. To quote his own words: "By just as much as the young teachers are ardently interested, by just as much as their minds are full of their occupation and fruitful in suggestions of principles and methods for prosecuting it, by precisely so much are they the more liable to re-invent modes and ideas which have been tried and given up before, and thus to waste precious months, or years even, in pursuing and detecting errors which they would have entirely escaped had they learned the lessons left them by their predecessors."

Sources of Information.-Interest in the Subject.

English-speaking students of the history of education will find that almost everything they want has been provided for them in the publications of the American ex-Minister of Instruction whom I have already quoted-Henry Barnard. To these, and to the works of German and French authors, I shall have occasion to refer you; and you will profit by these references if I can but get you to take an interest in the subject. There is the grand requisite for ali intellectual exertion-interest in the subject. I spoke just now of examination-knowledge; and knowledge acquired without interest is mere examination-knowledge-taken into the mind as one's clothes are packed into a portmanteau for a journey. Mr. Gladstone, who has used this simile, wittily says that the portmanteau is none the better for what you put into it, and may be the worse. then pack for the examination; seek rather to gain in the study of your future calling interests which may last your lifetime.

Do not

Prof. Quick republishes the following announcement of the Syndicate in the Preface to his Lecture:

Examinations of Teachers in 1880.

1. An Examination in the Theory, History, and Practice of Teaching will be held at Cambridge, and at other places if so determined by the Syndicate, in June, 1880, for persons who have completed the age of 20 before June 1, 1880, and certificates will be awarded to those who have passed the Examination satisfactorily.

2. No Candidate can be admitted to the Examination unless he or she have either

1. Graduated in some University of the United Kingdom, or L.A. of St. Andrews; or

2.

Satisfied the Examiners in Part I and II of the Previous Examination; or

3.

Obtained a certificate in one of the Higher Local Examinations of the Universities of Oxford or Cambridge; or

4. Obtained a certificate of the Oxford and Cambridge Schools Examination Board in the subjects accepted by the University as equivalent to Parts I and II of the Previous Examination;

or

5. Satisfied the Examiners in one of the Senior Local Examinations of the Universities of Oxford, Cambridge, or Durham, in English, and at least one language ancient or modern, and in Euclid or Algebra; or

6. Passed the Examination for Matriculation at the University of London.

3. The subjects of Examination will be:

(1) The Theory of Ednention.

(a) The scientific bas of the art of Education.
Characteristics of childhood and youth.

Order of develop

opment and laws of growth and operation of mental faculties. Natural order of the acquisition of knowledge. Development of the will: formation of habits and of character. Sympathy and its effects.

(b) Elements of the Art of Education.

Training of the senses, the memory, the imagination and taste, the powers of judging and reasoning. Training of the desires and of the will. Discipline and authority. Emulation, its uses and abuse. Rewards and punishments.

(2) The general history of Education in Europe since the revival of learning. A general knowledge will be required of systems of education which have actually existed, of the work of eminent teachers, and of the theories of writers on education up to the present time.

The following special subjects have been selected for 1880: Locke's Theory of Education, and the Educational Work of Arnold.

(3) The Practice of Education. This subject will consist of two parts:

(a) Method, that is, the order and correlation of studies, oral teach ing and exposition, the right use of text-books and note-books, the art of examining and questioning, and the best methods of teaching the various subjects which are included in the curriculum of an ordinary school.

(b) School management. The structure, furniture, and fitting of school-rooms, books, and apparatus, visible and tangible illustrations, classification, distribution of time, registration of attendance and progress, hygiene, with special reference to the material arrangements of the school, and the conditions of healthy study. One paper will be set on each of the subjects (1), (2), (3). A fourth paper will be set containing a small number of questions of an advanced character on each of the three subjects.

A fee of £2 10s. shall be paid to the Syndicate by each candidate.

4. The Syndicate will further award certificates of practical efficiency in teaching to candidates who have already obtained a certificate of theoretical efficiency, and have been engaged in school work for a year in some school or schools to be approved of by the Syndicate. The bases for the certificate of practical efficiency will be:

(1) Examination of the class taught by the candidates.

(2) An inspection of the class while being taught.

(3) Questions put to the teacher in private after the inspection. (4) A Report made by the Head Master or Mistress.

5. The Syndicate will also be ready to inspect in the summer of 1880 any College established for the training of teachers other than elementary, and to award certificates of theoretical knowledge to such candidates as may deserve them. They will also award certificates of practical efficiency if they are satisfied with the training in practical work received by the candidates.

Communications are to be addressed to the Secretary of the Syndicate, Mr. Oscar Browning, King's College, Cambridge, who will be happy to afford any further information.

Students of the History of Education who cannot read German will do well to get Henry Barnard's German Teachers and Educators (English Publisher, Thomas Laurie, Stationers' Hall Court, London, E. C., price 12s.). In German the great works are Karl von Raumer's, and Karl Schmidt's. The French have now a very interesting work, M. Gabriel Compayré's Histoire Critique des Doctrines de l'Education (2 vols. Hachette, 1879, price 15 francs). I wish there were any works of English origin worthy to be mentioned with these. R. H. QUICK.

TRINITY COLL., CAMBRIDGE, Nov. 11, 1879.

BELL CHAIR OF EDUCATION*-PROF. S. S. LAURIE.
(Programme of Lectures and Instruction for 1877-8.)

I. Theory, or Philosophy of Education.

End and Idea of Education. Physiology and Psychology of Man, with special reference to Education. The Processes of Intellectual Growth. The Process of Moral and Religious, or Ethical, Growth. The Formal and the Real in Education. Auxiliaries of the Growth of Mind.

The Educative Process from the Ethical point of view. Analysis of the Educative process from the Ethical point of view into four steps.

II. Method and Art of Education.

First Section of the Educative Process-KNOWLEDGE.-Materials of Education. Method of acquisition in its principles. Method in relation to Discipline of Intelligence. Method in relation to periods of Mental Evolution.

PARTICULAR METHODOLOGY; or the application of Method to the teaching of Elementary Science, Language, Arithmetic, Geography, History, Grammar, Literature, &c., &c. Religion under this section.

Second Section of the Educative Process-GOODNESS.-Instruction in Goodness. Training to Goodness. Religion in this connection.

Third Section of the Educative Process-OBEDIENCE TO AUTHORITY.-Instruction in Obedience; Training to Obedience; Motives to Obedience; Moral or Attractive Motives; Legal or Coercive Motives; Punishments. Religion in this connection.

Fourth Section of the Educative Process.-EXERTION OF WILL; Difficulties in the way of Right-Willing; Relation of Right-Willing to Motives; Training to Right-Willing. Religion in this connection.

Music: Drawing: and the Esthetic in Education.

Organization of Schools.

Kindergarten Schools; Infant Schools; Primary Schools; Secondary Schools; University Schools.

Class-manipulation and subsidiary expedients in teaching.
School-Books, Apparatus, Buildings, &c.

III. History of Education, or Comparative Education.

1. Education in China. 2. Education of the Hindu Races. 3. The Education of the Ancient Persians. 4. A brief Sketch of Education among the Semitic Races of the Mesopotamian Basin and among the ancient Egyptians. 5. Education among the Hellenic Races. The educational views of Plato and Aristotle. 6. Education among the Romans. 7. Analysis and exposition of the Institutions of Quintilian. 8. Survey of the History of Education from Constantine to the time of the Reformation. 9. Erasmus and Colet. 10. Luther, Melancthon, and John Sturm. 11. Roger Ascham: Exposition of 'The Scholemaster.' 12. Analysis of Ratichius. 13. of Comenius; Exposition of the Didactica Magna. Realism and Utility as opposed to Humanism and Culture. 14. Milton's Educational views. 15. Analysis and exposition of John Locke's 'Thoughts on Education.' 16. Rousseau, Basedow, and Campe. 17. Dr. Andrew Bell and Joseph Lancaster. 18. Analysis and exposition of Pestalozzi. 19. Jacotot. 20. Fröbel. 21. Jean Paul Richter. 22. Diesterweg. 23. Dr. Arnold. 24. Herbert Spencer and contemporary Realism. 25. Sketch of History of Education in Scotland, and its present condition and prospects. 26. Organization and aims of Education in Germany, and a Sketch of the present state of Education in England, France, and the United States.

N.B.-Four Lectures weekly on Theory and Methodology, till the Christmas holidays. Thereafter two of the four Lectures will be devoted to History. Arrangements will be made for the Visitation of Schools. Three written Examinations will be held during the Session, and Essays on practical questions called for.

This Chair was founded in 1876 by the Trustees of Dr. Bell, to further the advancement of the Science and Art of Education in Scotland, by the better professional training of tenchers.

The admirable Inaugural Discourse of Prof. Laurie in 1876, will be found in Barnard's American Journal of Education, Vol. XXVII., p. 193-219.

Bell Chair of Education, 1876.—Prof. J. M. D. Meiklejohn.

The Chair of Education was founded in 1876, by the Trustees of Dr. Bellthe Earl of Leven and Melville, Viscount Kirkcaldy, and Mr. John Cook, W.S., Edinburgh. It contemplates the instruction and training of Teachers in the Science and Art of Teaching; and the subject is divided into Three Parts:

I. THE THEORY.-This includes an inquiry into the Psychology of the growing mind—a collection of the knowledge we have of that from observation—an attempt to estimate the mode, rate, and kind of growth by experiment; and an inquiry into the relation of various kinds of knowledge to the mind, and the influence of certain thoughts, emotions, and sets of circumstances upon the character. The growth of the power of the senses, the memory, the understanding, the reason, the will, the imagination, the social emotions-have to be examined. The relation of the religious, moral, and intellectual sides of human nature to each other has to be shown; and the end of all processes which go by the name of Education clearly perceived. The best means toward the various minor ends --such as, the building up of a sound understanding, the formation of a just habit of action in the soul,. etc., etc.-are to be inquired into and discussed. The forms of school-life, and the relation of school-life to the ordinary public life of this country, will also be examined. Under this head, too, fall to be discussed the theories and writings of the best thinkers upon education.

II. THE HISTORY.-This includes the history of the notions regarding education and the processes employed in producing it followed by all nations that are called civilized-that is, who have endeavored to found forms of society favorable to the growth of what is best in man. It therefore takes notice of the chief educational ideas of the East, of Greece and Rome, of the Jews, of Early, Medieval, and Reformed Christianity, of the Jesuits, and of the great men who have practiced, or thought and written on, education. It collects also the best and most inspiring statements of such men as Bacon, Selden, Milton, Locke, Jean Paul, Goethe, Herbert Spencer, and others. It discusses and compares the educational ideas and processes of such men as Comenius, Pestalozzi, Ratich, Jacotot, Diesterweg, Fröbel, &c.; and it also examines and weighs the educational aims, beliefs, habits, and processes of the national systems which exist in Germany, France, England, and other countries.

III. THE PRACTICE. This includes an examination of all the processes at present going on in the schools of the country-the relation of these processes to the growth of the mind, and their value considered as means to ends. It therefore discusses the teaching of languages-how they may best be taught, what are the mental habits to be created, what are the difficulties, either inherent in the language or adherent to the circumstances under which it is taught, which beset the road of the teacher, and how he may reduce these difficulties to a minimum. The difference between our aims in teaching classical and modern languages, and the consequent difference in the means, is also discussed. The best methods of teaching science, especially the sciences of observation, and the necessary conditions under which these must be taught, are also examined. The methods by which, and the conditions under which, a love of literature may be produced in the mind, is one of the subjects of prelection. Courses of lectures are also to be given on the more usual school subjects-such as History, Geography, Grammar, English Composition, &c. The engineering of each of these subjects-so that the pupil may go from the simpler and more striking parts of each subject to the more complex and intricately connected parts-is fully examined in relation to its principles; and the ground and nature of the obstacles are surveyed. What parts of a subject are fitted for what age; what are the tentacula by which the growing mind lays hold of each part; what and how much ought to be done by the teacher; what and how much must be done by the pupil; at what point mental action becomes independent and self-efficient; what powers of the mind are called into exercise by what subjects and by what parts of a subject. These are some of the questions which occupy the time of the Chair. The characteristics of the best books on each subject are also set forth and valued. The mental outfit of a Teacher, his aims, his practical ends, and the means to these; his difficulties, his rewards; the nature and limitations. of his profession, its advantages,―ail these are to be lectured on by the Professor.