are put at the back, and the younger children in front, so as to be nearer to the teacher; whether the teacher takes up a good position before the class and keeps it. I have seen a teacher, when delivering a gallery lesson, walk up and down in front of the class the whole time of the lesson, like a wild creature in its den at the Zoological Gardens, thus always having her back towards some portion of her class. It is hardly necessary so say how bad such a practice is for all concerned, both teachers and scholars. The inspector will also look to see whether the apparatus required for the purpose of the lesson, such as a picture, is properly placed, in a good light, and so that all the class can see it readily. He will notice whether the teacher shows too little vigour, or misdirected vigour; whether she makes her voice reach all the class clearly, without screaming or unduly raising it. He will carefully note all these and similar faults, and will speak to the teacher about them, as well as about her merits, at the close of the day's inspection.

12. Gallery Lessons by Pupil-Teachers.-If there is a fourth or fifth year pupil-teacher in the school, it is essential to hear her give a gallery-lesson. The previous pupil-teacher examination should have given, as notes for a lesson, a choice of two or three subjects suitable to infants. The inspector will make a point of having looked over the pupil-teacher's work before he comes to the school; and he will do well to require fourth and fifth year pupil-teachers to hold themselves in readiness to give one of the lessons for which notes have been written at the examination. Only so can theory and practice be properly connected. No inexperienced person would believe how they become

disconnected in some teachers' minds. I have known a school in which "notes of lessons were regularly prepared by the pupil-teachers for the principal teacher, but in which no one such lesson was ever delivered. Incredible as it may seem, I found, on inquiry, that no lesson was ever given from the notes prepared, and no notes were ever prepared for the lesson actually given. In wellwritten notes of a lesson, the teacher has the class, in her mind's eye, always before her, and the spirit of practice breathes through the written notes. The inspector will give notice at the previous collective examination of pupil-teachers that fourth and fifth year pupil-teachers must be prepared not only to deliver a lesson if required from the notes written at the examination, but also to hand in to him some half-dozen copies of notes, made during the past year, from which he can select a lesson to be given. If a pupil-teacher has written bad notes, at the examination, nothing will bring home her defects more to her and to the principal than making her try to deliver a lesson from them. And of course it would not be fair to take those notes only as the invariable test, because notes for a lesson require, and ought to imply, careful thought and study beforehand; so that those written at an examination are after all but an imperfect test of what the pupil-teacher could do for her class, in the quiet and leisure of her own room. inspector will require the principal to be with him when a fourth or fifth year pupil-teacher gives her lesson. And he will do well after having carefully taken his notes, to ask the principal such questions as these "What observations do you make on that lesson ?” "What faults

The

do you find?' "What was good?" This will make her realize and turn her attention to correct her pupil-teachers' faults in the course of the year.

13. Examination of the Infant School.-Having finished his inspection of the infant school, that is to say, having satisfied himself of its condition as to order, method, arrangements, the teaching power of the principal, and assistant, certificated teachers, and the means taken to train the pupilteachers, the inspector will proceed to his examination. It may be said-" Surely you cannot examine infants." "What can there be to examine infants in?" Of course in an infant school inspection is a proportionately greater affair than in an upper school, and examination is comparatively unimportant. Still even here examination is necessary and valuable. The subjects of examination will be such as-First, the reading, writing, and arithmetic of the older children. They should all begin to learn the multiplication table as soon as possible, and to learn it as accurately as possible. Next, recitation, that is saying by heart passages from the poets and from standard authors; the importance of which cannot be over-rated. Next, the collective lessons of the past year. The inspector will take into his hands the preparation note-book of the teachers (see § 11); and, by questioning the children himself, and by requiring the teachers also to question them, will very soon find out whether good work has been done in gallery lessons during the past year. He will also look to the manual and other exercises of the scholars, whether accompanied by singing or not. A list of these exercises should be placed

up in the school, so that he may be able to call for any one of them, and that the teachers may be reminded to practise and go through them regularly.

The inspector will not forget that, when once he has begun the examination of the scholars, he is to a certain, though only a partial, extent responsible for the order and discipline of the school. When the routine of the children's work has been altered, and the inspector is himself addressing them, and otherwise taking their classes into his own management, it would be most unfair to find fault with the teacher for any little defects of order. The intervention of a third person between the teacher and the scholars must be regarded as transferring part at least of the responsibility for the order of the school to that person. And this will be more the case in an infant school than in an upper school, as the children are younger, and have acquired less settled habits of self-control. Indeed it will, in an infant school, be more often desirable that the inspector should require the teachers to conduct the examination for him, than that he should attempt to do it himself. Very few men examine infants really well. Women are naturally much better qualified for such a task. As a general rule, an inspector may be content if, knowing what ought to be done in an infant school, and what may fairly be expected of the scholars, he gets the teachers to act under his orders for the examination of the children in the results of the instruction which has been given to them.

14. Conference with the Teachers.-When the inspection of the school and the examination of the

children are ended, and the children have all been dismissed, the inspector will call to him the whole staff of the school, for the purpose of remarking on the papers worked by the pupil-teachers at the collective examination; of commenting on their faults and merits as teachers, as shown by the inspection and examination; and, as far as possible, of telling them how to amend such defects. I look upon this process, for which the inspector will be careful to allow time, as one of the most valuable parts of his duties. But as a more complete account of the process can be given in connexion with upper schools, I defer my suggestions on this matter till I come to treat of the inspection of the boys' department. (See § 59.)

15. Inspection of the Boys' School. Having finished his inspection and examination of the infant school, the inspector will proceed to the upper schools, taking the girls' school first, unless otherwise arranged with the teachers. But, as the inspection of the girls' school will be the same, except in respect of needlework, as that of the boys, while that of the boys will give a more complete account, I will suppose the girls' school done, and that the inspector is now going to begin with the boys. It is understood that while he has been inspecting the girls' school, his assistant has been examining the boys' school in the elements, and vice versa. In the boys' school, as in the infant school, the circular (see §5) has prepared all for their part, and he finds the school, when he enters it, proceeding in its ordinary way. No derangement of the routine takes place, except such slight derangement as is caused by the presence to-day, for the purpose of being examined, of children who have left school,