ing a certain Miss K of Oxenburg has forced her way into the medical school. It appears that the Cossacks of Oxenburg have an inveterate prejudice against medical men, and trust their health to ignorant old women. Availing herself of this circumstance, Miss K― prayed for admission into the medical school, promising to devote her skill to the service of the Cossacks. On this ground she was admitted; whereupon the Cossack regiment of Orenburg ordered her an allowance of 28 roubles a month, and in May last, when she passed satisfactorily the examination which stands midway in the whole course of medical study, they made her a present of 300 roubles by way of encouragement. QUEENSLAND, AUSTRALIA.-REPORT OF THE BOARD OF GENERAL EDUCATION FOR THE YEAR 1864. To his Excellency Sir George Ferguson Bowen, &c., &c., &c. May it please your Excellency, -We, the Board of Education, have the honour to submit to your Excellency this our Fifth Annual Report of the condition of the schools under our supervision, together with a statement of accounts for the year 1864. Schools in Operation.-As indicated in the following return, the number of schools in operation in the course of the year was thirty-three; the aggregate attendance of pupils being 4450, or an increase since the previous year of nearly 39 per cent. : and school requisites in general, was £6460, 6s. 5d. The further sum which will become due on the completion of the works contracted for in the course of the year, but which were unfinished at its close, amounted to £1311, 12s. 10d. We subjoin a return of applications for aid towards the cost of erecting new schools, to comply with which will render indispensable an ample parliamentary grant for 1866:— In our last report we referred to one of our regulations which we proposed to modify in such a manner as would enable us, with the liberal assistance of the Legislature, to build permanent school-houses in localities where rent had been granted by the Board for the use of temporary premises, or where no provision even of a temporary character had been made. The result of the alteration (sanctioned by your Excellency's Government) of the rule in question, while it exhibits a marked and gratifying increase in the number and value of our school buildings and educational appliances, shews also, as a matter of course, an increase in our disbursements. Notwithstanding the large outlay in building grants, the excess of our expenditure over our revenue was only £1500. This excess will, it is hoped, be regarded as comparatively trifling, when contrasted with the valuable addition to the school property vested in the Board. In this place it may be observed that, taking no higher view of the question than its pecuniary aspect, it is a much greater saving to the public to erect than to rent school premises, even if by the latter process suitable buildings could be obtained; but this, especially in the smaller towns of the colony, is impracticable; and under the most favourable circumstances, it is scarcely possible to find a building, not originally designed for school purposes, answer the requirements as to class room, ventilation, &c., which a well-planned school-house, of even the most unpretending appearance, ordinarily affords. Besides, it is obviously desirable to provide for the teacher-who is the custodian of the school-house and its contents, and who, as a rule, is not otherwise too liberally remunerated for his services-a residence as near as possible to the scene of his daily labours and responsibilities To accomplish the two-fold object above indicated, viz., of spreading school-houses and residences for teachers over the colony, must, at the outset, involve an expenditure which older countries, where national grants and private benefactions have already established wealthy foundations, and placed primary education on a secure footing, do not require in the same degree, but which will remain for ever as a perma. nent investment for the public benefit. The following are the localities in which new buildings were erected during the year, or were in process of erection at its close :-North Brisbane, infant school, stone, 300 pupils; South Brisbane, boy school, brick, 150 pupils; South Brisbane, girls and infants, brick, 150 pupils; Bulimba, mixed (with residence), wood, 50 pupils; Drayton, mixed, wood, 100 pupils; Eagle Farm, mixed (with residence), wood, 80 pupils; Gladstone, mixed (with residence), brick, 130 pupils; Goondiwindi, mixed (with residence), wood, 70 pupils; Leyburn, mixed, wood, 70 pupils; Pine Mountain, mixed, wood, 50 pupils; Toowomba, mixed, wood, 100 pupils; Warwick, boys, brick, 100 pupils; Warwick, girls, brick, 100 pupils. And three schools received important alterations and improvements, viz., Gayndah, Dalby, and Rockhampton. Normal School.-The utility of the Normal School has been still further extended, by the addition of a separate building for the infant pupils, who, at the date of our last report, were crowded into a portion of the girls' school-house. For a detailed account of the condition and working of this establishment, we refer to the accompanying report of the General Inspector. Inspection of Schools.-No alteration was made since the date of our last report in the arrangements which we had previously made for the inspection of schools, and which were found to be of a sufficiently effective character. Every school which was in operation at the commencement of the year, was inspected at least three times, and several more frequently. The results of the inspection, which are summarised in the subjoined general report, are highly gratifying to the Board; and, we believe that, with a single exception, the internal management of the schools has been such as to reflect credit on the teachers, and to win for them in an increased degree, the appreciation and respect of those who have been the witnesses of their labours. Finance.-We append a statement of accounts, which shew that the sums paid in salaries, allowances, and travelling expenses, to the officers, teachers, and servants in the employment of the Board, amounted to £6,238, 8s. 1d. We may observe in this place, that while the expenditure in building grants, in teachers' salaries, and in travelling expenses, has been largely in excess of that of previous years, the expenses of official management have undergone no augmentation. The sum of £36, 6s. 4d. was disbursed in petty expenses. We submit this our report for the year 1864, and in testimony thereof, we have affixed thereto our corporate seal, this 28th day of January 1865. [L.S.] A. MACALISTER, Chairman. Statement of moneys paid by the Board of General Education for salaries and contingencies, from 1st January to 31st December 1864.-Salaries of General Inspector, Secretary, and District Inspector, £1100; allowances to General Inspector for rent and forage, £100; salaries of teachers, pupil teachers, and mes sengers, £4,642, 4s. 10d.; travelling expenses, £396, 3s. 3d.; building and repairing primary schools, £5396, 8s. 2d.; rent for school buildings, £141, 10s.; rent for teachers' residences, £179, 1s.; school requisites, advertising, printing, and stationery, £38,455. 3d. ; school furniture, £168, 25.; petty expenses, £36, 6s. 4d.; total, £12,735, 0s. 10d. Proceedings of Societies. COLLEGE OF PRECEPTORS. The reassembling of members for the ensuing session took place on Wednesday evening, the 13th ult., when Mr Watson, late of University College, London, read a paper on the Teaching of Elementary Mathematics. Mr Watson's paper was a protest against the common methods of teaching the different branches of the mathematics, where the memory and fingers are the chief agents employed in the work. Such teaching is worthless as a mental discipline. He dwelt upon the necessity of an intelligent comprehension of mathematical symbols, removing any fancy that there is innate virtue in the symbols, other symbols answering equally well, if as convenient in use. To test knowledge in algebra, Mr Watson insisted upon the importance of translation of symbols into words, and vice versa. He complained of the clumsiness of Euclid's demonstration, and pointed out defects in some of the axioms and postulates, yet could not recommend a superior geometry nor an introductory book. Mr Watson rendered his lecture plain by an abundance of examples, algebraical and geometrical, on the black board, especially shewing some methods of algebraical computation of a very rapid nature by mere inspection. He expressed his conviction, in concluding his paper, that the study of mathematics, in the manner he had pointed out, was of great value, both as preparing the intellect to appreciate and master the difficulties it meets with in other sciences, and as tending to a sound judgment in the affairs of life. Mr Cheshire admired the recommendation to break up difficulties into parts, and consider each in turn. To get the young mind to master the first difficulty, is to do much towards conquering the whole; for difficult processes consist of a succession of the most simple and elementary. Respecting Euclid, the letters drive the reason out of the pupil's head, who becomes bewildered and stupefied. It is often as easy to designate an angle by one letter as by three letters. Mr Dyer remarked, we are apt to take for granted what we should not with boys, we err in fancying the child's mind like an adult's. As the mind can only be reached through the senses, the more senses we call into play, the greater the impres sion. When we can by means of black board and objects appeal to the eye as well as the ear, we should do so. Mr Gillespie recommended dictation as a method of teaching algebraical translation from symbols into common sense language, and practice in different scales of notation. Mr Robson said that in new subjects pupils want clearness of elementary notions. The terms are quite new, the pupils are expected to master and use. It would facilitate mathematical studies if pupils were in mathematics taught to use the common symbols, and taught to recognise the common geometrical forms. The language of Euclid is an antiquated prolixity like that of the lawyers, which, in the elaborate efforts to be clear, covers up the thought in a multitude of words. Several other gentlemen engaged in the discussion, dwelling particularly upon the nature and varieties of mind, and Mr Watson replied. The usual vote of thanks and reflection followed, and the first meeting of the session terminated. EDUCATIONAL INSTITUTE OF SCOTLAND This corporation held its annual meeting on the 16th ult., Mr Dickson, parochial schoolmaster, Liff, retiring president, in the chair. In an eloquent and ornate address, Mr Dickson reviewed the educational proceedings of the year. He pointed out the advantages of a thorough education for all teachers, urged upon teachers the necessity of prudence in the discharge of their functions, and advocated the combining of religious and secular education. He concluded by moving as his successor Mr Kennedy, of the Free Church Normal School, Edinburgh. The appointment was confirmed by the meeting, and the former treasurer and secretary were then re-elected. The principal business before the meeting was the consideration of the "Heads suitable to form the basis of a national system of education," brought forward by the Committee of Management, FREE CHURCH TEACHERS' ASSOCIATION.-This body held its annual meeting in Edinburgh on the 15th ult., Mr James Smith, Uddington, in the chair. In the course of his retiring address, the chairman called attention to the Revised Code, which had now been introduced into Scotland, for its suspension was merely nominal, extending only to the money department. The evidence against its suitability was so strong, that he hoped it would be brought to a speedy termination. He hoped that education among them would soon be managed by a Scottish Board, which would tend to conserve our system of education,-a system which, on the whole, had not been surpassed, if even equalled, elsewhere. He complained that, under the code, teachers were compelled to produce results at an immensely less cost, while more had cessor Mr Baikie, Cockpen. The other office-bearers were then re-elected, and the report of the delegates who had appeared on behalf of the Association before the Education Commission, was laid on the table and agreed to. Then, after an interesting and telling address by Mr Purves, on the claims of those Free Church schoolmasters who had been expelled from their situations at the Disruption, it was agreed to appoint a committee to ascertain what steps could be taken to assist such of them as were in circumstances requiring help. The members breakfasted together next morning, when some interesting educational subjects formed the topic of conversation. Mr Keillor of Burrelton gave an account of the present condition of his case, and stated that he had heard that the Free Church Education Committee had agreed to give a salary to a rival teacher, who had never been properly admitted, and whose pupils at closing numbered 14, as against 78 in Mr Keillor's schools. Attention was also called to the fact, that while Scotland as a whole was behind England in the Revised Code Examinations, yet this was not owing to the Free Church schools, in which the per-centage of failures was below the average in all the branches. BURGH AND PAROCHIAL SCHOOLMASTERS' WIDOWS' FUND.-The fifty-ninth annual meeting of the trustees of this fund, was held in Edinburgh on the 15th ult. From the cashier's statement, it appeared that the fund continues in a highly prosperous state, the total amount being £100,907, 6s. 4d., being an increase over the year of £272 27,s. 7d. SCOTTISH SCHOOL-BOOK ASSOCIATION. The forty-seventh annual meeting of this body was held at Edinburgh on the 14th ult., Mr Robertson, schoolmaster, Wemyss, in the chair. Dr Brunton, Paisley, was elected chairman for the ensuing year; and Mr Dickson and Dr Knox were re-elected secretary and treasurer respectively. From the treasurer's statement it appeared that there was a sum of no less than £3500 to divide among the members. It was agreed to remit to the committee to give such aid as they may see proper to Mr Keillor, Burrelton, whose case is now on the rolls of the Court of Session. This association, whose object is the preparing and improving of a complete system of school books, and the vindicating the rights and protecting the interests of the burgh and parochial schoolmasters of Scotland, conducts its business and expends its funds in a manner worthy of the admiration and imitation of all classes of the profession on both sides of the Tweed. PROPOSED ASSOCIATION OF SCIENCE TEACHERS CERTIFICATED BY THE DEPARTMENT OF SCIENCE AND ART. gone to the officials employed in carrying on the sys--Acting upon recommendations given in an editem. Mr Smith then urged the formation of a fund for behoof of the widows and orphans of Free Church teachers, and concluded by nominating as his suc torial paper in the January number of the "Quarterly Journal of Science," several of the most eminent of the science teachers in various parts of the country BRITISH AND FOREIGN SCHOOL SOCIETY, BOROUGH ROAD, LONDON.-The usual quarterly meeting of teachers took place at the Society's House, Borough Road, at 3 o'clock P.M., September 2d, when an essay was read by Mr J. Langton, M.A., on "School Method-its Basis and Development." have taken counsel together, and have used the op- of education. Everything, singing, choir, attendportunity of the British Association Meeting at Bir-ance, weather, was a magnificent success. mingham, to effect a congress of science teachers at the same time. The object is stated to be the consideration of the best methods of forwarding the Science Scheme of the Department, and the propriety of forming an association for advancing the interests of science teaching as a profession. Ample encouragement towards the proposed association has been promised, and it now rests with those most interested to take some action in the matter. The "Quarterly Journal of Science" warmly espouses the cause of the science teachers, and promises its best aid. There are sufficient science teachers to form a good association, and as the Journal of Science points but, it is time the body should have a voice to be heard at the Department, and in some degree to check the capricious changes that take place there affecting students and teachers. It can scarcely be credited, that in the five years during which science teaching has been fostered into a profession, no less than six revised directories have been issued by the Department, making fundamental changes in the relations between the office and science com mittees, coaxing classes into existence, and crushing them with the utmost sang froid. The essayist took up the position that methods of instruction should be based on a knowledge of mind, and brought under notice the principal operations of "Intellect," giving indications of the way in which our school methods may be framed, with the direct purpose of training and developing them. He forbore to hint at the modes by which the appetites, passions, and emotions, the will, the capacity of belief or faith, &c., may be educated. The following is an abstract of his concluding remarks:-I have recalled your thoughts from the mechanism of our professional duties, to higher conceptions of the grandeur and importance of the work to which our lives are devoted. The New Code has placed before the teachers of elementary schools a standard of instruction, limited to the mechanical acquirements of reading, writing, and arithmetic, and inflicts a pecuniary penalty on efforts, which fail to reach that standard. This mode of procedure is "tending to formalise the work of our schools, and to render it in some degree lifeless, inelastic, and mechanical." Teachers have lost in some measure the deep sense of responsibility and the high aims which were once their distinguishing characteristics. We ought to see and feel that our true vocation is to open out and guide the nobler part of man, bled in the choir, faced by an army of twenty thou- the immortal and immaterial nature, which should sand delighted visitors in the transept. The singing, rule and govern every one of the beings with whom as may be imagined, was vastly superior to the choir we have to do; so that they may acquire those habits of uncertificated voices some months ago. These of thought and feeling, which shall render them able concerts not only shew the advance in musical taste and willing to fulfil with credit and efficiency, the prevailing in the present day, but they give an enor-weighty duties which may come upon them in their mous impetus to the subject of music as a branch maturity. TONIC SOL-FA ASSOCIATION, FOR THE PROMOTION OF VOCAL MUSIC IN SCHOOLS, HOMES, AND CONGREGATIONS.—A second monster concert took place at the Crystal Palace on the 13th September last. On this occasion only the picked voices from the London schools and evening classes assisted. A certificate was essential to make any claim to sing valid. Nevertheless between four and five thousand assem The Month. SCHOLASTIC REGISTRATION.-One of the objects of this Magazine is to ventilate all questions connected with education. The full and free discussion of any method for improving education, or the position of the educator, we take to be wholesome. It prevents us from falling into one-sided views, chimerical expectations, and dangerous errors. We therefore have no hesitation in admitting articles into the Museum in which there may be opinions different from our own. The reader is not to expect entire agreement between the various articles, and he is not to suppose that we concur in all the opinions expressed in them. The present number furnishes two instances. It is to one of them that we now direct attention. A contributor has taken the pains to look, if we may so speak, all around the subject of Scholastic Registration, and he wishes others to do the same. He shews that it cannot and will not accomplish every thing, and that other means must be employed before the office of teacher be elevated to its right position. Especially he draws attention to the need of a Faculty of Education. We have again and again advocated in these pages the urgent necessity for the establishment of professorships of the science of education, and we trust that the matter will soon take practical shape. But whatever may be done in this direction, it will not prevent the good which may result from the Scholastic Registration Act. This Act we consider to be a very important measure for securing a proper position for the teacher, and after all that has been said on the subject, we see no reason why teachers should not do their utmost to secure the benefits which it will confer on them. We do not think our contributor intends to dissuade teachers from joining in the movement. At the same time, some of his remarks may have that tendency. There are especially two objections which may weigh with some. The first is, that at first a vast number will be registered who will be no honour to the profession. The committee have been so eager to conciliate, that some will think they have gone too far. We think, on the other hand, that they have but acted justly. It would have been unreasonable to make all teachers who have no diploma of any kind to submit to an examination before permitting them to be registered. There is a certain time of life when examinations do not test a man's merit, and are altogether unseasonable and injudicious. Some other method of procedure was necessary. And we cannot conceive a wiser course than demanding from the candidate "satisfactory evidence." No doubt some may produce evidence which may mislead the council, but on the whole it may be trusted to act with discretion. And at the furthest the difficulty appears only at the commencement. As years roll on, those admitted on untrustworthy evidence will die out, and the Registration Act will replace them by men selected according to its regular provisions. The other objection which our able contributor has brought prominently forward is, that there will always be dames' schools and useful inferior teachers, not worthy of the honour of registration. Supposing this were actually to be the case, we do not see any difficulty in this matter. It is no hardship to a teacher not to be registered, if he does not deserve to be registered. Besides, the very object of the bill is to exclude from registration those who are not qualified. And we trust that it is not absolutely certain that useful inferior teachers and dames' schools are to exist for ever. We maintain very strongly that it requires no common powers to teach children, that the teacher must be trained who is to teach the alphabet in the right way, and that it is wrong and ruinous to entrust the education of the young to persons who are ignorant of the laws of the human mind and the science of education. The teacher of the young should be a cultivated man, and we should assert generally, that, if he is not worthy of being registered, he is not fit to teach at all. We cannot be too persistent in declaring to the public, that every department of education is regulated by laws and directed by an art which are known only to the man who has in some way or other studied them. We conclude with urging every teacher to do his utmost in promoting the Bill, by making its character known, and by bringing before influential men the advantages which it would confer on the cause of education. At the same time, we would reiterate a statement often made, but as often forgotten, that our position depends on ourselves, our integrity, our industry, our culture, and that this world, if we care for its treatment of us, generally gives what we persevere in asking. ONE UNIVERSITY FOR SCOTLAND.-The proposal to convert the four universities and colleges of Scotland into one university and four colleges has been made again and again, and been supported in eloquent language by the Chancellor of Exchequer. The proposal seems to us an exceedingly reasonable one. In fact, we have merely to state how matters are conducted at present to prove the need of some reform. In Scotland there are four universities. It is the business of a university to test the acquirements of students who are connected with it, and to grant them degrees and honours. It is not now regarded as the function of the university to supply the students with knowledge. It may or it may not do that. But whatever it does in that way, its principal business is to guarantee to the public that the examination of the students is fair and not one-sided, and that its honours are conferred on those who really deserve them. For this purpose it is of considerable consequence that those who constitute the acting officials of the university, in other words, the examiners, be not engaged in actually preparing students for the examination. For in this case the students might be unintentionally crammed for it. Now look what is the case in Scotland. Each of the four universities has a college connected with it. There are indeed two colleges connected with that of St Andrews, but the two are equal to the one |