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PRACTICAL ELEMENTARY

EXERCISES IN THE ART OF THINKING;

BEING AN INTRODUCTION TO

.

COMPOSITION AND LOGICAL ANALYSIS.

BY CHARLES SCHAIBLE, PH.D., M.D., L.C.P.,

Examiner in German in the University of London, and in the College of Preceptors.

EXTRACT FROM THE PREFACE.

"... The object aimed at by the Author, is to train the pupil to the practice of composition by a series of practical and easy, yet systematic exercises in thinking; the main purposes of which are the development of an obvious and natural flow of ideas, and the exposition and arrangement of these ideas in logical succession and natural connexion. To stimulate and develope thought, is one process; to suggest ideas, and to clothe them in the best language, is another process, distinct from the former; and however necessary or essential the combination of these may be, in order to produce excellence in the art of composition, yet it appears to the Author that they ought to be taught separately, and as nature teaches them-first what to say, and then how to say it."

EXTRACTS FROM REVIEWS.

"The work before us is not in any proper sense of the term a Grammar, nor is it professedly a work on Composition; and yet it is a very excellent preparation and training for both.... There can be no doubt that the distinction drawn by the author between the expression of ideas by words, and the power of developing or producing these ideas, is one of great practical importance in education. Instances are continually occurring, in the experience of every teacher, of pupils who possess a fair knowledge of grammar, and of the analysis and construction of sentences, who are yet unable to write or connect a composition, simply because they have never been trained to think or to arrange their ideas on any subject in a systematic manner.. The Art of Thinking' rests upon a sound philosophical basis, and it is at any rate the principle on which the teachers of Germany, perhaps the most profoundly versed of any country in the theory of education, habitually proceed in teaching their own language.

"Dr. Schaible is entitled to the thanks of the Profession, for introducing the principle to the notice of the Teachers of this country, and for the ingenious and really interesting series of exercises by which the system is developed and worked out in the volume before us. . . . The demands on our space preclude us from entering at greater length into the merits of Dr. Schaible's very useful and interesting work, which we cordially recommend to the attention of teachers, as one of the best introductions to the study of Composition with which we are acquainted. We do not know any class of schools in which the work will not prove useful, but it appears to us particularly adapted to the requirements of ladies' schools, and of preparatory and commercial schools, where, in the absence of the higher classical and mathematical studies, some efficient substitute is urgently required for the purpose of supplying the logical training and discipline which those studies are intended to afford."— Educational Times, Jan. 1860.

"Among the many works which have appeared in this country on the best method of training the reasoning powers of youth, the present book takes a marked position of its own. It is sui generis. In Germany and some parts of the United States, it is true, the principle on which Dr. Schaible bases his manual has already obtained great currency. It is the principle, in fact, of Pestalozzi, of Diesterweg, Krause, Becker, Wurst, and others, who, following the precepts of nature, have laid down the maxim that it is necessary to develop the reasoning faculty of children before introducing them to the intricacies of grammar or burdening them with the arduous task of composition. In accordance with this method, the author-and he is the first to do so in England-has given a number of exercises, at once easy and scientific, by which the pupil is gradually led from the most simple conceptions into the domain of higher and more refined ideas."-The Critic, Feb. 25, 1860. "... It appears to be carefully arranged; and we should say that for schools it would be found a very useful work."-Literary Gazette, Feb. 11, 1860.

"... The main object of these Exercises appears to be the development of ideas in the mind of a child, and the inculcation of the habit of viewing everything that is objective to the external sense, or capable of mental contemplation in all its bearings; or in other words, it aims at emancipating the thinking principle from the influence of imitation and association, in order to give fuller scope for the exercise of reflection and invention. ... The plan pursued by Dr. Schaible will be found to have for its exclusive object the amplification of ideas in the pupil's mind... We recommend these Exercises' to the perusal of all those who take an interest in the education of the young, and in every effort made to advance the growth of intelligence in the juvenile mind."-St. James's Chronicle, Feb. 23, 1860.

"This is a very excellent manual, compiled for schools and the student seeking to expand his perceptions and increase his vocabulary. The plan of the work is simple, original, and entertaining-a great consideration for pupil and teacher...."-The Press, May 5, 1860.

"Dr. S. aims to give a more philosophical character to matters which England are studied far too mechanically. In this aspiring and in this attempt he has our most cordial commendation. He is, in the best sense of the word, a reformer of education, and is a worthy successor of perhaps the greatest of all educationists-Pestalozzi. To go beyond words to realities,

and make realities subservient to the discipline of the mind, is what we seek in education. Dr. S.'s book will find its way by its merits alone; it can dispense, therefore, with our approval. But it is so rare to meet in England with a true educationist, that we deem it our duty to give to this book the warmest praise and the widest publicity in our power...."-Illustrated News of the World, March 24, 1860.

"Written in a concise style, this work forms an admirable introduction to composition and logical analysis. It is an admirable vade mecum both for the teacher and the pupil. This book deserves the attention of the educational world.... We hope that Dr. S.'s system will speedily supersede the old-fashioned ways of training the thinking faculties of the young."-Court Circular, March 24, 1860.

"As a useful aid to preliminary education this little work is, in our judgment, well deserving of commendation. The soundness of its prnciple is indisputable. . . . It is certainly worth the while of the teacher to make trial of this system, which he will find to be a good basis of operations in 'teaching the young idea how to shoot,' and exercising the intellectual faculty. To attain to the clear expression of clear thought, is an object of paramount importance, and the progress indicated in Dr. Schaible's manual is calculated to be of good assistance in this respect. . . . The exercises and explanatory examples are judiciously selected and arranged. We beg to term the book The Threshold of Logic,' and as such to recommend its use in tuition, both as being a beneficial trainer to the pupil, and a serviceable indicator to the teacher."-National Standard, Jan. 21, 1860.

"Dr. Schaible has offered helps in the Arts of 'I hinking and Composition, which will be found especially useful to preceptors."-Leader and Saturday Analyst, March 3, 1860.

"... A further acquaintance with Dr. Schaible's work will convince readers how much may be gained by training in this respect."-The Bookseller, March 24, 1860.

"These exercises begin with the simplest processes of thought, and go on to the more complex. They are arranged with great care........' "-Clerical Journal, Feb. 14, 18€0.

...

"This work breaks fresh ground in the educational system. . . . This is a book destined to set the professional world reflecting on the question whether a change ought not to be introduced in the method at present prevailing of forming the mind of the pupil. Looked at from this point only, the book or Dr. Schaible may be pronounced a good and significant one."-Morning Advertiser, Jan. 5, 1860.

"... Dr. S. has succeeded in producing a work of an elementary and strictly introductory character-a sort of primer to logic, well calculated to fill that void that has hitherto existed in our educational literature...."-Morning Chronicle, March 28, 1860.

66

Among the class books intended to develop the thinking faculty in the minds of the young, we know of none more simple, and at the same time more useful, than the little work which Dr. Schaible has written. There is no doubt that the system too often pursued in this country exercises a mischievous influence on the mind of the pupil. We refer to those cases in which a knowledge of the mechanical rules of grammar is too exclusively insisted upon, or the practice of composition is unduly forced. This work, by its lucid explanations of the principles of composition, and by its numerous exercises, is eminently calculated to stimulate into activity the reasoning powers of the young, and to induce, on their part, habits of logical analysis and inquiry.... Such is the general explanation which Dr. Schaible furnishes of the purpose for which he wrote his work, and that purpose he appears to have amply realized."—Morning Star, July 2, 1860.

"... We have very peculiar pleasure in drawing the attention of parents, teachers, and all interested in instruction, to the little book whose title we give above. It consists of a series of exercises admirably adapted to teach the art of thinking, through the right use of language. If the plan here developed were but extensively employed in our elementary education, far more would be done for developing and training the mind of the young than is now accomplished through our system of cramming the mind with facts, and crude, second-hand notions of things. These exercises are at once simple and scientific. They might be used and varied by any intelligent teacher that will take the trouble to study the book........". ‚”—Bradford Review, Feb. 4, 1860.

"... We hope that Dr. Schaible's work will be welcomed in schools. The book will, moreover, by means of a great number of graduated exercises, and by supplying the minds of children with a certain richness of thought, form the most natural introduction to the study of English composition.”—Sunderland Herald, Feb. 10, 1860.

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Dr. S. treats the art of thinking in a manner both ingenious and philosophical, and we doubt not that his work will have a rapid popularity and an extensive circulation. It has probably not its equal in merit for the purpose intended. It has our heartiest commendations, and our warmest wishes.... -Manchester Review, March 31, 1860.

LONDON: W. AYLOTT AND SON, 8, PATERNOSTER ROW. OLIVER AND BOYD, EDINBURGH

Printed and Published, monthly, by CHARLES FRANCIS HODGSON, Gough Square, in the Parish of St. Bride, in the City of London; and sold by W. Aylott and Son. 8, Paternoster Row; and W. Wesley, 2 Queen's Head Passage, Paternoster Row. MAY 1, 1861.

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DEAN-The Rev. G. A. Jacob, D.D., Worcester College, Oxford; Head Master of Christ's Hospital.
MODERATOR FOR CLASSICS-Wm. Smith, Esq., LL.D., Classical Examiner in the University of London.
MODERATOR FOR MATHEMATICS-The Rev. C. Pritchard, M.A., F.R.S.; late Fellow of St. John's College, Cambridge.

MODERATOR FOR SCIENCE AND ART-Dr. L. Playfair, C.B., F.R.S., Professor of Chemistry in the University of Edinburgh, late Inspector-General of the
Department of Science and Art.

THEORY AND PRACTICE
OF EDUCATION

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MATHEMATICS

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Rev. G. A. Jacob, D.D., F.C.P., Worcester College, Oxford.
C. S. Townshend, Esq., M.A., Fellow of Jesus Coll., Camb.
Rev. J. Selby Watson, M.A., F.C.P., M.R.S.L
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W. J. Reynolds, Esq., M.A., Queens' College, Cambridge.
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AND ASTRONOMY

.........

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HEBREW AND ORIENTAL
LANGUAGES

HISTORY

SCRIPTURE HISTORY

NATURAL HISTORY:-
Geology, Mineralogy, Phy-
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GEOGRAPHY

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EXAMINERS.

2

(Dr. L. Loewe, M.R.A.S., late Principal of the Jews' Col-
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LAW

CIVIL AND COMMERCIAL (Professor Leoni Levi, King's College.
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DRAWING

GERMAN

Falck Lebahn, Ph.D.

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The College of Preceptors was incorporated in 1849, by entrance fee. A single payment of Ten Guineas confers
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T. C. Dibden, Esq., Banstead.

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The School-room, expressly erected, is spacious, lofty, thoroughly warmed, and ventilated on the best principles. The Vacations are, one month at Midsummer, and or e month at Christmas.

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"Cette nouvelle méthode, ouvrage consciencieux d'un professeur de mérite, met l'élève aux prises avec les différentes difficultés de la langue française, mais en lui en offrant la solution immédiate. . . . Les morceaux, tous bien choisis, sont empruntés à nos meilleurs auteurs anciens et modernes."-Le Courrier de l'Europe. London: W. ALLAN, DULAU & Co.; SIMPKIN & Co. Now ready, in 1 vol. fep. 8vo, price 68. 6d. cloth. THE PHILOSOPHY of EDUCATION THE THOMAS TATE, F.R.A.S., late of Kneller Training College; or, the Principles and Practice of Teaching. By Author of "Algebra made Easy," and various other and enlarged. scientific and educational works. Third Edition, revised London: LONGMAN, GREEN, LONGMAN, & ROBERTS.

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CONTENTS.

Page ollege of Preceptors :-Sixth Monthly Meeting: Paper on the "Best Means of Registering the Progress of Pupils," by the Rev. W. Taylor Jones, M.A.... The Royal Commissioners on Cheap Private and Endowed Schools..........

75

76

On Corporal Punishment in School........................ 77

University Intelligence.......

College of Preceptors :-Class List of Pupils' Exami-
nation
Proprietary Boarding Schools in Dev.......................8...gress of his pupils while studying each parti-

Middle Class Education at Shoreham
College of Preceptors Benevolent Fund

Solutions of the Papers in Arithmetic and Algebra, as
given at the Examination of Pupils at the College
of Preceptors, 1861

Reviews: The Bromsgrove Grammars:- Cumin's
Popular Education in the Bristol and Plymouth
Districts &c. ....

Answers to Correspondents...

85cular subject, must be an invaluable aid in
enabling him to judge and report upon their
proficiency, and must prove a powerful agency
in the onerous duty of watching over and
forming the moral and intellectual character of
his charge.

65

85

87
89

Educational and Literary Summary of the Month......... 90

We may theorize well and loudly upon the

Monthly Record of Science and Art .......................................................................... 90 question of rewards and punishments; upon

Foreign Notes......................
Mathematics.....

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Rev. R. H. Wright on Abridged Notation
List of College and School Books
College of Preceptors.-Meeting of Council, &c.

The Educational Times.

COLLEGE OF PRECEPTORS.

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conclusive as regards either master or pupil ;|spect of the pupil for its tabular results, and in for in spite of every exertion and foresight, enabling the tutor to arrive at a correct conwhen the examination extends over a whole clusion respecting each pupil's conduct and subject, as History or Geography, and improvement. Again, a question of much that to be decided by perhaps six or eight interest arises how the register should be kept; questions, very much must depend upon the whether it is advisable to value a pupil's proprevious reading of the examiner himself, as ficiency by the place he takes in the class well as upon chance. But a good system of each day, or to give a certain value for the 79 registration, by which the Master may at a manner in which the work is performed, with81 glance test the conduct, attention, and pro- out reference to, or comparison with, his fellows in the class. Some strongly deprecate the system of taking places daily in the class, and consider it trifling, if not injurious, to encourage so powerfully the desire of excelling others as likely to excite feelings of jealousy and envy in the youthful mind, so susceptible of early impressions, so easily led into evil. But we must remember that in these days of absorbing competition in every department, public or 92 exciting too strongly self-esteem, or the love of private, it is essential for the future well-being 93 approbation, or awakening dread in the as yet of the student, in a worldly sense, to awaken unformed minds of our pupils; but whilst we every energy, and to induce perseverance in have to act upon human nature as it is, it is securing excellence in every department of impossible for us to ignore such powerful study. We admire any man who is resolved agents, but rather we are bound carefully to to obtain, if possible, the highest position in employ them, and by their judicious use to the walk of life he has selected, and a Blondin, exert an invigorating influence upon the educa- as well as a Lord Chancellor or a Senior tional faculties. I know that many protest Wrangler, may in this respect command entirely against the use of corporal punish- our admiration to a certain extent. ment; but I cannot understand how they can ever is worth doing, is worth doing well; peculiarly apply the term to any particular and in even the more trifling pursuits of life, form of inflicting punishment; for every excellence should be the rule, as well as in punishment must act upon the body, if only those duties which require the highest exthrough its action on the mind; and in man's ercise of our faculties. Emulation, properly nature it is impossible to influence one without employed, is a noble instrument for good; fluence upon the other. Severe personal chas- most generous impulses, overcoming difficulties more or less producing a corresponding in- and carefully directed, may merge into the tisement, or flogging, is undoubtedly, in nearly and gaining victories over obstacles apparently all cases, objectionable; but a parent or a tutor insurmountable. But there are some dismust ensure obedience for the sake of those for positions upon which emulation has but whom he is responsible. I believe that punish- little influence; they count the cost, and conIN naming this subject for an evening's dis-ment, in whatever form it may be inflicted, is sider the gain hardly worth the price which cussion, I did so under a strong sense of its too frequently the resort of the inefficient must be paid to obtain it. Some, from innate practical difficulties, and with an earnest de- teacher, and an excuse for him whose patience sluggishness, at once decline to enter upon the sire to obtain from experienced teachers the would be too severely strained were a different contest; in others, the perpetual struggling information in which I felt myself deficient. I system of discipline adopted: but it is abso- against adverse circumstances crush out the conceived that one of the most valuable advan-lutely impossible to avoid punishment in par- impulse, and the continued exertion and exercise tages likely to accrue from these Meetings, ticular cases; and sometimes a sharp, active of self-denial required to ensure success fail would consist in the opportunities afforded for remedy is more efficient in preventing or re- when the wearied spirit becomes either careless discussing questions connected. with school or desponding, or sometimes reckless of consemanagement and discipline; and I doubt not, quences. The daily register of work, satisfacthat by Members stating their experience and torily or unsatisfactorily performed, has in such difficulties, a valuable mass of information may cases the advantage; for then the dispirited boy be elicited, and, the minds of many being has a hope that his exertions may yet be apprearoused to meditate upon any given subject, ciated, and his labour recognized; while the some important practical results may ensue. idle or careless will know that there is not the I have, with much anxiety, year after year, excuse at hand of others' superior abilities, tried various plans for registering the progress making it but a vain attempt on his part to of my pupils, but, I must confess, with very secure success. In this view of the case, little satisfaction. I have for some years adopted What is required in the system is simplicity, another question presents itself: whether it is a plan of requiring with every pupil over twelve combined with completeness, and a ready means advisable to subdivide the subjects of study years of age, when entering my school, a testi- of adding up and comparing results. The and conduct, or to comprehend them under but monial as to character and progress from his great difficulty of almost every scheme I have few heads. For several years I adopted a former tutor. This plan I would urge upon tried, if efficient in its purpose of keeping a register, classified into general English submy fellow schoolmasters unanimously to adopt. complete register of daily work and conduct, jects, languages, mathematics, the mechanical It has been valuable in several ways, upon has been in the continued labour and expendi-subjects, and conduct, each of these subwhich this is not the opportunity to dilate; ture of time incurred by the master, and in the divided, so that I had 35 various items upon but, if generally established, it would be a accumulated work towards the end of each which to receive reports. I found, however, that powerful instrument in the hands of the Pro-term in tabulating results, and making the the trouble incurred by the masters in keeping fession for curing many evils to which we are necessary comparison to discover accurately the registers was so onerous, and the temptation subject. However, from these testimonials, the relative position of each pupil. The ques- therefore to omit or neglect the entries so great, varying so frequently as they do from the tion has often arisen, whether the benefit that I felt compelled to abandon it; for unless monthly reports that have been sent in to the arising from this careful system has in any kept thoroughly correct a register is valueless. parents, I perceive that others, as well as myself, way corresponded to the labour and time em- The system, too, of marking was very minute, experience, the difficulty of a good system of ployed upon the register; and further, I have there being six different grades, varying from registration. found that various masters place different values perfection to disgraceful. At the end of each Examinations give evidence by their results upon the same amount of excellence, one giving term, the marks in each subject were added of the progress which youths have made in their the highest mark for that which is considered together, and entered upon the last page, with studies, and may sometimes tend to show the but as mediocrity by another. To procure the result of the term's examination, and the relative position of each pupil; but I do not this uniformity of system in marking the regis-book was then sent home with the pupil. The consider the result of an examination always ter, is an essential element in securing the re-plan failed because of its completeness, and

moving disease, than homoeopathic doses, work-
ing for a lengthened period upon the system.
The purposes of registration appear to me, to
carry out the figure, to be that of a gentle
alterative upon the mental system; a minimum
of reward or of punishment being applied upon
each particular exercise of the mind; for such
is the influence of the bene or male, the 1, 2,
or 3, the good or bad mark of the teacher
entered in his register.

The next Evening Meeting will take place on the 18th of September, when a Paper on Physical Education will be read by J. Reynolds, Esq., L.C.P.

THE ROYAL COMMISSIONERS ON
CHEAP PRIVATE, AND ENDOWED
SCHOOLS.

of the heavy labour, although simple, which it sued, in the course of which Dr. Pinches, Dr. | migrated, leaving only warehouses in place of consequently entailed. White, Mr. Templeton of Exeter, Mr. Pop- former houses of residence. Monthly reports of the position, improve- pleton, and the Chairman, explained their It is not proposed, however, to make "a ment, and conduct of the pupil are frequently various systems, which, although they varied in harsh application of economical principles to employed. At times I have been led to question many of their details, yet evidenced a remark- funds devoted to the relief of the poor." Almstheir value, for they appear in many cases to able similarity in the principles upon which houses, therefore, are not to be interfered with, merge into a mere formality, containing either they were founded. Several of the subjects nor charities for orphans or widows, but others expressions of a warm approval, or a round of alluded to in the paper were warmly discussed, may be decisively dealt with. Of these is set phrases neither cold nor hot; for the temp- and after the Rev. W. T. Jones had made Jarvis's Charity, in Herefordshire, the amount tation is very great for the tutor to soften some some observations in reply, the Chairman ex-distributed from which, on a settlement of the of the harsher features of character or conduct. pressed the thanks of the Meeting to that gen- charity in 1802, being "almost equal to that Parents like not to hear that their dear boy's tleman for his Paper, as affording them the of the wages of the labouring population in the progress is not equal to their desires; at opportunity of discussing a question of such three parishes for the benefit of which it was home he may be a pest, but at school he must great practical importance. founded," it had the simple effect of populating be perfection. Nor is it well to expose the them with a wretched class of people, at the faults of children, it sometimes makes them expense of the depopulation of all parishes careless and impervious to shame; faults comimmediately adjacent. Parliament, in 1852, mitted at home should not be proclaimed from sanctioned a scheme for converting a large the house-top, nor, on the other hand, should portion of this charity to educational purposes, tales be told out of school; the little world in but it is applied with little wisdom, and, with which the child for the time lives, is quite large respect to a portion of it, in complete opposienough to know his weakness or his shame, tion to, and departure from, the testator's will! nor should it in general cases be extended So of the "Mayor's Charity" at Manchester. beyond. The strictest confidence should be "I examined," says Mr. Cumin, "105 of the maintained between parent and teacher, and no nomination papers in presence of the relieving attempt be ever made to palliate or excuse a fault officers, and I found that in some cases the upon either side; but, still I would say, expose names were fictitious; in others relations had not the weaknesses or errors of your pupils THERE are charities not at present appli- recommended their relations; in others the unnecessarily; spread not their praises without cable to education, which the Commisioners persons recommended were drunkards or of full and due consideration, for praise or blame, are of opinion might be legitimately devoted bad character; in others they were in receipt undeservedly or incautiously bestowed, can to this purpose. In 1818-37, it was ascer- of considerable wages, and unfit objects of tend only to injure the sensitive mind, and to tained that the total income of these was as charity. To come to particulars, it appeared render it callous to the future. follows:that 30 cases out of 105 were able-bodied men and women under the age of 46, many of them between 17 and 30. As a further illustration of the want of proper inquiry, I may mention this case. A woman in the receipt of 6s. per week from the Poor Law Board, but living by selling oranges, nuts, shell-fish, &c., at dramshops and public-houses, obtained three dif fercnt recommendations, under three different names, from three different persons. None of the recommenders knew the woman, but they kept the public-house vaults where the woman sold her oranges.'

(Continued from page 54.)

CHARITIES NOT AT PRESENT APPLICABLE TO
EDUCATION.

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For the poor generally
For the poor not receiving parish
relief
For the poor specifically

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Many very careful and judicious reports s. d. have come under my notice, but by far the ma101,113 9 jority that I have seen, have evidenced a want of thought in those who have compiled them, 11,661 0 7 3 and have tended to produce an injurious rather 55,133 10 than a beneficial influence on parent, child, and £167,908 0 tutor. A report of this kind should be as brief The Charity Commissioners recommended, as the nature of the case will allow, merely in 1856, that the charities embraced in the first stating results; but yet it is almost impossible, of the above classes should be applied to edufrom the very best report, to form an accurate cation, or some other substantial benefit to the opinion of the pupil's advancement. The num- poor. The Education Commissioners remark, ber in the class must make a wondrous diffe- that "Experience has proved that no 'benefit' rence in the position in the class, and other which charity can bestow upon the poor is so So also of Salisbury and Coventry, which arrangements must cause every report to differ; substantial, so little subversive of indepen- furnish an illustration of Dr. Chalmers' words, therefore it cannot be made to convey a fair dence of character and self-reliance, or capable quoted by the Commissioners:-"There must impression upon those points concerning which of doing good to so many persons in propor- be a mockery in the magnificence of these it professes to afford information. I have at tion to the sum expended, as a moderate public charities, which have not, to all appearpresent abandoned sending home a report, assistance towards the expenses of education;" ances, bettered the circumstances or advanced otherwise than as a private friendly communi- and that much mischief is done by the chari- the comforts of the people among whom they cation conveying some particulars concerning ties, as at present distributed, to the character are instituted, beyond those of a people where the pupil which it may be essential for the pa- of the independent poor. There is a great they are utterly unknown;" and the opinion rents to know. difference," also, "between the effects of cha- of the same divine and economist, that these Being desirous of eliciting the views and rity from the living and those which attend the charities form an adhesive nucleus around practices of others, I have thus made my ob- periodical distribution of alms under the will which the poor accumulate and settle, misled servations suggestive rather than didactic, and of a dead founder. The hand of living charity by vague hopes of benefit from the charities deeply obliged shall I be for any hints by is held out only to present need; it promises which they fail to confer;" and that they which a simple comprehensive plan of register- no periodical alms to indolence and impor-"occasion a relaxation of economy and of the ing the pupils' progress can be formed; it is tunity; and if it necessarily somewhat impairs relative duties of parents, children, and relawant which I believe many would be glad to the spirit of independence, it produces good tions, which is in the ratio of the hope that is have supplied, and a system easy of applica- will and gratitude. The dead hand of the felt, and not of the hope that is realized." The tion, enabling the master to tabulate and com- founder of an annual dole does not distinguish Coventry charities, the Commissioners add, pare results quickly, to trace the conduct of between the years of prosperity among the are believed to be very useful in elections.* Pupil through any given range of time, would labouring classes and years of distress; in be invaluable to many, who, like myself, have prosperous years it leads those who are not in been searching for it as a desideratum. need to represent themselves to be so; it holds "Order is Heaven's first law," and in a out annual hopes to improvidence; it more school without an efficient system of discipline, frequently excites jealousy and ill feeling than seeds are sown which in after life produce the good will, both on the part of the recipients most lamentable results; the more perfect we towards the distributors of the charity and can make our arrangements, the better shall among the recipients themselves. we be enabled to carry out the great work en- person who receives substantial benefit from trusted to us of training, by God's help, a sound these doles, many feel their demoralizing mind in a healthy body. effects.

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Upon the conclusion of the Paper, the Rev. Chairman called upon the Members present to express their views upon the subject of the Paper, and a very interesting discussion en

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Other objections are also urged, such as that charities in some cases become excessive, through the diminution of the population; which is especially the case in cities such as Bristol and London, where the population has

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Canterbury is still worse:-In Canterbury, there is Lovejoy's charity, part of which is to be applied to" poor, ancient, and sick people not receiving relief." The following fist of recipients will show the mode in which the founder's intentions are carried into effect:

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