SIR STAFFORD NORTHCOTE, BART., M.P.-On Competitive Examinations of the Civil Service. REV. H. LATHAM.-On the establishment in Cambridge of a School of Practical Science, REV. A. W. WORTHINGTON.-On the importance of Natural History as a branch of Education. G. W. HASTINGS.-On the new Minute Aid to Science Instruction" of the Committee of Council on Education. REV. ROBERT BRUCE.-How can our University System be made more available for the Middle and Working Classes. THOMAS DYKE ACLAND, D.C.L.-University Middle Class Examinations. NICHOLAS WATERHOUSE.-On the Local Examinations of the Universities of Oxford and Cambridge. REV. H. G. ROBINSON.-Review of the Condition of Middle Class Education. REV. J. S. HowSON.-On Schools for Girls of the Middle Class. ALGERNON FOGGO.-General Education in Upper and Middle Class Schools. PROFESSOR PILLANS.-On Domestic Tuition, or, on the nature and extent of the duties incumbent on Domestic Tutors. REV. W. ROGERS.-Adult Education for the Poor. DAVID CHADWICK-Working Men's Colleges. W. DAVIS.-The Relation of the Elementary Day School to the Mechanics' Institute. J: G. FITCH.-The Professional Training of Teachers. REV. JOHN SLATTER. - On the Choice of Method considered in relation to the Subject of Instruction. REV. G. D. BOYLE.-On the Training of Pupil Teachers. E. D. WILKS.-On the Educational Clauses of the Factory Acts, their Practical Working, and the probable Extension of the Principle. W. WALKER.- Education and Labour. REV. J. P. NORRIS.-Girls' Industrial Training. MRS. AUSTIN.-Girls' Industrial Training. REV. R. GUNNERY.-Some Remarks on the Action of the Committee of Council on Education, with a view to show how the Benefits of the Go. ernment System may be more largely extended and more wisely distributed. REV. T. B. BENSTEAD.-Some of the Advantages and Disadvantages of the Privy Council System of Education. Rev. R. HEELING.-Poor Districts in relation (or rather want of relation) to the Government Grant. REV. B. F. SMITH.-The best means of enabling small Rural Schools to avail themselves of the Parliamentary Grant for Education. BENJAMIN TEMPLAR.-The Religion of Secular Schools and their Claim to Government aid. REV. J. ERSKINE CLARKE.-The injurious Effects of enforced Attendance at Public Worship on the Education of the Children of the Poor. J. TILLEARD, F.R.G.S.-On Elementary School Books. REV. W. FRASER.-On the Obstacies to the Education of the Children of our Labourer and Artizan Population, arising from the increasing diversity of School Books in England and Scotland, and the Advantages of a complete and uniform Series for all Schools receiving Government Assistance. EDWIN CHADWICK, C.B.-On the expediency of Measures for reducing the Hours of Instruction, and for the general Introduction of the Naval and Military Drill, systematised as Gymnastic Exercise, as parts of any National System of Education. REV. C. D. D. GOLDIE.-On Exhibitions in Primary Schools. GEORGE DAVIDSON.-Ragged and Feeding Schools. MARY CARPENTER.-On the relation of Ragged Schools to the Educational System of the Country, and their consequent claim to a full share of the Parliamentary Grant. C. BAKER.-The Results of Educating the Deaf and Dumb in the Yorkshire and other Institutions. W. ROULSTON.-Free Lending Libraries an essential part of National Education. Among the resolutions which were passed before the Conference separated, was one in which the Council of the Association were requested to consider the claims of Ragged Schools to pecuniary educational aid from the Annual Parliamentary Grant recommended by the Committee of Council on Education. It was also recommended that the Lords of the Privy Council should be memorialized on the subject. FACTORY EDUCATION. On the Educational Clauses of the Factory Acts, their Practical Working, and the possible Extension of the Principle. A Paper read before the National Association for the promotion of Social Science at Bradford, by EDWARD D. J. WILKS, Secretary of the British and Foreign School Society, Borough Road, London. HAVING for eleven years had opportunity of personal and intimate observation of the working of factory (among other) schools in the cotton districts of Lancashire, I venture to present to this department the result of such observation. The principle involved in the education clauses of the Factory and Printworks Acts is, attendance at school a condition of labour. The objection urged at the time those Acts were passed (and in some quarters still maintained) was two-fold: firstly, that it was an interference with the labour market, and, secondly, with the right und duty of parents in reference to the education of their children. To the former the employers demurred, and to the latter those who strenuously oppose any legislative educational enactments. The discussion of this principle, and of these objections, would be foreign to the object of this paper, which is intended to be practical and not polemical. It is to be feared that in the discussion terms have sometimes been employed calculated to prejudice the question, and abstract principles pressed, to the exclusion of facts and considerations which on other subjects would have had due weight. Suffice it to say, that the principle in its application to the case under review may, in our opinion, be defended on the grounds of common humanity, social progress, and public security. The practical working of these clauses is the best refutation of the objections taken to the principle. I have no hesitation in avowing my conviction, based, as already indicated, upon actual, long-continued, and widely-extended observation-that, generally speaking, this operation has been most healthful, not only in an educational, but also in a social point of view. Taking into account, and making due allowance for, the novel and experimental character of the enactments, the consequent deficiencies and anomalies in the Acts themselves, the results have proved the principle sound in theory, wise in legislation, and practical in working. Evils that were dreaded have not been realized, and advantages of a kind that could hardly be anticipated have accrued. Employers have not had to complain of a deficiency of labour, at least from the operation of these Acts; and parents are now frequently found expressing their acknowledgments of the advantages afforded by the school to their children. One of the factory inspectors, in his report for last year, referring to this subject, says "Whilst I have known numbers of parents express their thankfulness for a bit of schooling and a bit of work together,' I do not remember an instance of any parent complaining of that bit of schooling' being a matter of compulsion; on the contrary, its rewards are their greatest pride; and so far from being afraid of education, they are every day becoming more and more sensible of its value. They look with delight upon those children who once worked in factories, and have since become pupil-teachers; on the facilities which education affords them for changing from factory-work to some other trade, and on the power which it gives them of hereafter finding skill for a partnership with capital." True, in the earlier stages of the working of these clauses, there was in many cases a merely formal fulfilment of their requirements. The letter and not the spirit was all that was accorded. Schools were at that time fewer in number and less efficient than at present. There are still many neighbourhoods where the half-time hands are so few, or the population so comparatively scanty, as not to afford opportunity for a school of much value; and there are yet some employers so indifferent as to be unconcerned about the instruction of those in their employ. These latter are decidedly the exceptions, and their number is steadily decreasing. Among the benefits resulting from the operation of the clauses under consideration, may be mentioned the fact that, among large employers of factory labour, they have constituted a basis for educational action, and one incentive to it. Not a few instances might be adduced of noble generosity on the part of such in the erection of schools, the support of efficient teachers, and the introduction of various appliances for the instruction of their work-people. The attention drawn to the subject by these enactments has gradually issued in those generous and enlightened efforts which are now extending beyond the prescribed class and age, while the factory schools are some of them taking rank with the best of their class in the several districts in which they are situated. One of the indirect, but highly beneficial results of these efforts is, that a legitimate occasion is furnished for that union between the classes of society, and a means of developing that mutual interest which really exists between the employed and the employer. It must, nevertheless, be conceded that the educational results have not been as satisfactory as might be desired. For this there are obvious causes. Among them may be mentioned the defective character of the details of the Acts, the inefficiency of many of the schools attended, and the want of any education in a large number of instances up to the time of commencing work in the factory. It may be asked, is the state of education satisfactory through the country?—is it all that can be desired? If not, is it any wonder, if there be deficiency among the class included in factory workers? An Act of Parliament cannot of itself educate the masses; but it may be a motive power; it may be one means towards the desired end; it has served to guide to action, and has proved an auxiliary to those who in this way seek to advance the mental and moral well-being of one section of that large part of this great community known as the "working classes." The possible EXTENSION of the principle involved in the Factory Acts remains to be noticed. We think it may be safely and wisely extended in its application to factory districts by an alteration of the age of commencing work as a half-timer, and of entering on work at full time, also by requiring some amount of knowledge as preliminary to employment as a half-timer. Much might also be effected by certain modifications, especially of the" Print Works Act." The production of a certificate of the date of birth, instead of the present vague and uncertain test of admission whether to half or full-time employment, would be helpful in an educational aspect. But the principle might, in our judgment, be extended to other districts, and to other kinds of employment: to the colliery, mining, and agricultural districts, and to the manufactories of our large towns in which juvenile labour is employed. To what extent, whether by day or evening schools, or by both carefully combined, according to the class or district-whether carried out by local boards, or aided by local rates, or, as at present, by the union of voluntary effort and parliamentary grants, is not now the object of inquiry. Surrounded as the plan may be by difficulties, they are not insuperable, nor can we doubt the application to this case of the well-known motto, "Labor vincit omnia." The suggested extension of the principle advocated might be supported by the fact that it has been recognised, tried, and, by those most interested and best acquainted with its working, approved. As in all experiments, there are defects of detail, but these are capable of adjustment; and sufficient time has elapsed to indicate the points of deficiency and the modes of adjustment. That important element and fundamental difficulty, the character and quality of the schools, is gradually lessening as a difficulty, by the improvement which is taking place on every hand, both in teachers and modes of teaching. Whatever may be said in favour of an educational test by parliamentary enactment, rather than school attendance, as a condition of labour between any given ages, in addition to the disadvantage of its being an innovation and another experiment, it would, we think, prove the greater hardship of the two plans on the parent. Besides, it appears as if the educational test would grow naturally and voluntarily out of the extended application of the present principle. It is in this way beginning to be adopted. This is the tendency of the certificate and prize schemes, and its gradual and general increase caunot fail to supply a healthy and legitimate impulse among elementary schools. Another consideration that may be adduced in favour of the extension of the principle is, that it would not interfere with the efforts put forth by the various bodies of educationists. So long have these bodies been engaged in the work, and so strongly are they attached to their own principles and plans of action, that if any. thing be done with a view to increase school attendance by Parliament, it must be to supplement, not to supersede existing operations. That the Minutes of Council are based upon this principle may be regarded as the chief cause of their almost universal acceptance. Another argument for an extension of the present principle is the circumstance that there is a growing impression in favour of making some amount of education obligatory. The term "compulsory education" is, we think, an unfortunate one, and has been used in some quarters as a bugbear. The more minute the inquiry into the actual educational condition of the people, the more, we believe, will the gross ignorance that prevails be apparent. The disposition to rely on mere statistics in relation to this subject is giving way. Facts force themselves on the attention of the inquirer, and are coming to be regarded as of more importance than figures. It is felt to be a question of quality as well as of quantity, and the deficiency of both is conducting many to the conviction that in certain cases education must in some form be made obligatory. We have reasons for saying that this feeling is growing in the colliery and mining districts. The necessity for it among the very juvenile labourers in Birmingham has been avowed by some philanthropists in that hive of industry. The apparent impossibility of dealing with the education question as a whole is another reason for doing so in parts. This would seem to be the true and only method of solving the difficulty. Already there exist Reformatories and Ragged Schools, embracing certain vicious and destitute sections of the population. Provision has been made for the attendance at school of the children of those receiving out-door relief. The clauses under consideration include one portion of the working class. A base of operation has thus been consti tuted, a principle of action laid down. Do not the extension of the lines of that base, and the further application of the principle appear reasonable, safe, and sufficient? Such a course has the advantage over other plans, because it recognises and uses existing educational organizations; leaves so wide a scope for individual or combined voluntary action, preserves to parents the right of selecting the school for their children; and if it does not meet the so-called "religious difficulty" in any prescribed form, leaves it to be settled by that strong current of really religious feeling which so extensively prevails, and which, under the guidance of true Christian charity, is the best security for the scriptural, and thus the religious education of the people. NOTES OF A LESSON. THE HONEY BEE. To occupy Three-quarters of an hour.—Average Age of Class, Seven Years. I. MATTER. A. DESCRIPTION.-(a.) Body as a whole.-Length, about half-inch-colour, dark brown-body, covered with hair—it is an insect—divided into three parts. (b.) Three Parts.-1. Head.-2. Middle part.-3. Hind part. 1. Head.-Furnished with two large eyes (one on each side) - three small eyes (on the crown)-two feelers (about as thick as a hair) between the two large eyesa mouth (containing the tongue), with two jaws, upper and lower-trunk, attached to the lower jaw (compare with the elephant). 2. Middle part.-Four wings (two on each side)—six legs (three each side); fore legs much shorter than the hind legs -sort of pocket for honey in hind legs-small holes for breathing (noise made by the bee caused by the air passing through these holes against the wings when flying). 3. Hind part.-Made up of six rings-two stomachs-poison bag-sting. B. CLASSES.-Three classes.—(a.) Queen's—(b.) Workers—(c.) Drones. (a.) Queens.-Much larger than the others-only one queen in a swarm-lays all the eggs-200 in a day-queens of different swarms dislike each other, and fight if they meet. (b.) Workers.-1. Wax workers.-2. Nurses. 1. Wax workers.Make honey, &c.-clean and air their rooms. 2. Nurses. Take care of the little (c.) Drones. Have no sting-make much noise do no work-only go out in fine weather. ones. C. HABITATION.--Bees live in hives, generally of straw-bell shaped. They do not all live in hives-wild bees live in trunks of trees-holes in the rocks. (Iйlustrate, Samson and the lion). Bees divide their houses into rooms-cells-cells together called a comb-cells, six-sided-contain either bees, honey, or eggs. D. HONEY, &c.-(a.) Honey.—(b.) Wax.-(c.) Flower-dust.—(d.) Gum. (a) Honey.-Bees suck the juices of flowers with their trunks-put it into one stomach, afterwards turn it out in the form of honey. (b.) Wax.-Formed from honey, and flows from the body of the bee. (c.) Flower-dust-Taken from the outside of flowers. (d.) Gum.-Taken from leaves of trees (willows) —— mortar or plaster. Uses of Honey.- (a.) To the bees. (h.) To man. -serves as (a.) To bees.-Honey and flower-dust for food-wax for building the comb, &c. (b.) To man.—Honey for food-wax for candles-various other uses. E. APPLICATION.-Bees are industrious-help each other-fond of the little ones, and of their queen-lay in store for the winter. They teach us, therefore,industry, love, and care for the future. II. METHOD. INTRODUCTION.-Question the children rapidly about surrounding objectsanimals, birds, &c., and the insects flying about them; and ascertain the extent of their knowledge of the subject of the lesson. RECAPITULATION.-After each head of the lesson, and at the close; at the former, use the blackboard in each case. Note. The words in italics form the skeleton of the lesson for the blackboard. ILLUSTRATION.-Diagrams, showing the entire bee, relative size and shape of the various classes, and the bee divided into its parts-specimens of honey and the comb. J. G. COMMITTEE OF COUNCIL ON EDUCATION. Ir has been recently announced that the Tabulated Reports on Individual Schools, by Her Majesty's Inspectors, received in the year ending 31st August, 1859, may now be purchased of Messrs. Longman & Co., 39, Paternoster Row, London. The following are the conditions and prices at which they will be procurable. The Name of the Inspector of the District should be given with each order. No gratuitous distribution is made, nor are copies procurable directly from the Committee. The prices will vary according to the district, and will be regulated as follows:Mr. Alderson-*Lincoln, Nottingham, Derby, *Leicester, Rutland, Huntingdon, Norfolk, Suffolk, Cambridge, Bedford, Northampton, *Essex, *Kent, *Middlesex, *Buckingham, *Hertford, *Berks, *Oxford Mr. Arnold-*Essex, *Kent, *Middlesex, *Buckingham, *Hertford, *Berks, *Oxford, *Leicester 1 0 06 Mr. Bowstead Gloucester, *Warwick, Worcester, Hereford, Monmouth, 09 0 6 Mr. Brodie-*Northumberland, *Durham, *York.. *North 1 0 Mr. Scoltock-*Northumberland, *Cumberland, *Westmoreland, *Durham, *York, *Chester, Stafford, Salop, *Warwick, *North Wales.. 1 0 In order to be sure of procuring the series containing the last printed Report upon any given School of this and the above group in the counties marked with an asterisk, it will be necessary either (a) to recall the name of the Inspector by whom the School was actually visited, and to order his series, or (b) to order each series in which the name of the county containing the School is repeated. The limits of Districts have been changed within the year. Teachers and managers of schools anxious to obtain any of these Reports are informed that they may have them post free at the prices indicated above, on application at the Society's Depository in the Borough Road. BRITISH AND FOREIGN SCHOOL SOCIETY. DONATIONS, NEW ANNUAL SUBSCRIPTIONS, &c. From September 1st, 1859, to November 30th, 1859. Don. Ann. Sub. £ s. d. 28 7 0 1 11 0 Bristol Chatteris Chichester Dewsbury... Folkestone Grimsby Hertford 3 20 050 33 12 6 236 100 1 15 0 Margate Newcastle-on-Tyne. 7 12 10 Northampton Hull 5 17 6 Peterborough 220 Preston.... 2 11 0 Selby...... S. Wales, &c., Blaina. 20 0 0 10 0 0 £ s. d. 1 10 0 200 2 10 0 2 10 0 1 11 0 330 1 0 0 10 16 6 1 0 0 Dowlais 10 10 0 Subscriptions and Donations will be thankfully received by Messrs. HANBURYS and Co., Bankers to the Society, 60, Lombard-street; and at the Society's House, Borough-road. Printed by JACOB UNWIN, of No. 8, Grove Place, in the Parish of St. John, Hackney, in the County of Middlesex at his Printing Office, 31, Bucklersbury, in the Parish of St. Stephen, Walbrook, in the City of London; and Published by THE SOCIETY, at the Depository, Borough Road.-MONDAY, JANUARY 2, 1860. |