all the ordinary topics of palliation are set in array, and these generally such (shortness, for instance, and irregularity of attendance, reluctance of parents, &c., &c.) as are not peculiar to any one Country School, but common to all. There cannot be much hope of amendment, where greater anxiety is shown to palliate errors, than to correct them-for self-exoneration than for improvement. But it is delightful, on the other hand-and this is the more common case-when suggestions, though their fitness may not be admitted, are received and discussed in the spirit of a willingness and desire to adopt them, if expedient; and it has been a frequent source of gratification to find improvements in active and successful operation, which were the fruits of discussion at previous visits. The Clerk cannot close this portion of the Report, without acknowledging the all but universal courtesy with which he has invariably been received, and the attention shown to his observations and suggestions-a courtesy and attention the more striking, that his duties laid upon him the necessity of using great plainness of speech; and a natural eagerness of disposition must, he is sensible, sometimes have betrayed him into a corresponding keenness of remark.

Such are the sources and opportunities possessed by the Trustees for obtaining a knowledge of the condition of the Schools. What effect is produced by the information thus acquired upon the allowance to each Teacher, will appear in the portion of the Report which describes the

Distribution. Here it may suffice to remark, that the condition of the School is an element never lost sight of, and that, from year to year, it exercises a distinct and weighty influence in the increase, diminution, or suspension of allowances.

CHAPTER IV.

PAROCHIAL SYSTEM OF EDUCATION.

Religion its Grand Principle-Expositions by Dr. Andrew Thomson -and by Dr. Robertson of Ellon.

THE Report will now proceed to show, what is the precise nature of the influence which it is the desire of the Trustees, in concurrence with the Presbyteries and individual Clergymen, to see exercised by the Bequest,-in conjunction with the other instruments of control and direction by which the Schools are affected,-in relation both to Education generally, and to each separate de'partment of tuition.

There is probably no scheme of instruction which, in its original aim-however short it may have fallen of that design in practice-goes more directly to the true purpose of Education, than that of the Scotch Parochial Schools. "The end of learning," says Milton, "is to repair the ruins of our first parents, by regaining to know God aright; and out of that knowledge to love him,

to imitate him, to be like him, as we may the nearest by possessing our souls of true virtue, which being united to the heavenly grace of faith, makes up the highest perfection." The distinguishing characteristic of the Parochial School Education, according to its first design and true practice, is, that it is RELIGIOUS.

Its grand

object has, no doubt, been less or more prominently and successfully prosecuted at different times, and by different individuals, according to their various characters, faculties, and attainments. It is a risk, springing from the very nature of such instruction, that while it is professedly prosecuted, its true objects may be but feebly, if at all, attained, the essence and spirit being suffered to evaporate, while the form is diligently observed. Still, amid all the fluctuations to which they have been liable, the Parochial Schools have always preserved their leading feature as Seminaries of Scriptural instruction. The following pages will show, that in nothing has a more gratifying change been of late years perceptible, than in both the quantity and quality of Bible teaching. It will be seen, however, that very much remains to be done,--especially in giving both the direct and mediate instructions in religion such a systematic and, at the same time, practical and impressive form, that the hearts and characters of the pupils may be touched and moulded, as well as their memories stored. The Teachers are anxiously invited to the inquiry and experiment-how this great end may best be at

tained; and in order to assist their efforts, and to give an accurate idea both of the true design of the Parochial School, and also of the nature of the instruction which the Teacher should provide, and the colour and impressions which all his teaching should partake of and seek to convey, their attention is requested to two expositions of the subject by Clergymen of high reputation in the Church.

The first is of a directly practical character, consisting of Extracts from a Constitution framed by the late Rev. Dr. Andrew Thomson, for the Local Day School Institution in the parish of St. George's, Edinburgh. The principle upon which this constitution is expressly founded is, that the object of the School shall be "in conformity to the spirit and intention of our National Establishment of Parochial Schools, to give the children of the parish a religious education." In pursuance of that principle it is directed, not only that religion shall have a paramount place as a direct subject of instruction, and among the influences brought habitually to bear upon the character and conduct of the pupils, but that the secular and literary tuition also shall, as far as possible, be founded upon, and connected with, revealed truth. The observance of such a method afforded, in Dr. Thomson's view, a guarantee for safely extending education at schools of this class, as the danger which might arise from increased knowledge and intellectual culture would be obviated by the precaution of associating all that the pupils