The proposed new arrangements as to payment may also lead to the greater separa tion of such schools into schools for boys and girls above 13 and under 18, and schools for adults. It is found that boys and men, girls and women, do not work well together.
2. As to the second question: in those E. S. which are only a continuation of the day school, the same method will generally be found to suit as in the primary schools; and therefore it seems advisable that they should be conducted by paid certificated teachers, acting under managers (as in the case of ordinary day schools), and claiming grants from the privy council. Those schools, again, which are frequented by adults, who come to receive the elements of reading, writing, and arithmetic for the first time, require more delicate handling, and a greater consideration of individual character and wants than are requisite in a school attended by boys and girls. In such cases, voluntary effort under the influence of religious or merely philanthropic motives appears to be the best agency. The ignorance of method displayed by such teachers, and the irregular man ner in which many of them hang to their work, are no doubt serious difficulties; but they may be overcome by the institution of diocesan or other unions, in imitation of the East Lancashire union of E. S. under the presidency of sir J. P. K. Shuttleworth, with each of which might be connected an organizing master, who should itinerate among the schools, giving the benefit of his superior knowledge of method.
Subjects and Method.—As to subjects to be taught, we have little to say to that class of E. S. which continue the work of the day school. It is to be presumed that prac tical instruction (and what else should be aimed at in such schools?) will embrace the elements of those sciences which bear most directly on life. We refer to social economy and the laws of health. E. S. of the humbler and more urgent sort will necessarily confine themselves to reading, writing, and arithmetic, inventing such methods of teaching those subjects as will most directly touch the intelligence and engage the interest. The short period of attendance requires that much be done rather than many things. Through a well-constructed course of reading-books (unfortunately, there is no reading series for adults worthy of mention), all the general culture and specific information attainable will best be given. If such reading-books do not furnish adequate information on social economy in its domestic and its wider social relations, and on the laws of health, they sadly misunderstand their position in educational lit erature. Instruction in writing and arithmetic should be given in such a way as will
naturally connect itself with the lives and daily necessities of the learners. But this is not the place to treat of the subject of method.
History.—Although we have directed attention to the fact, that bishop Hinds was the first in this country to advocate state recognition for E. S., he was by no means the first to feel the necessity that existed for them. The first school established exclu sively for adults was at Bala, Merionethshire, in 1811, by the Rev. T. Charles. In 1812, a similar school was set on foot in Bristol by William Smith and Stephen Prout, a school which led to the establishment of the "Bristol institution for instructing adults to read the Holy Scriptures." In 1813, writing was included in the school programme; and in 1816, a society of the same kind was founded in London. In the course of a few years, 30 towns possessed similar schools. The first evening school proper for instructing boys and girls who had to work all day for a livelihood, was founded in 1806 at Bristol, by the "benevolent evening schools' society." The present statistics of E. S. have beeiCaireOrd* !if - by Microsoft In other countries of Europe, E. S. where they exist, have mainly in view the continuance of the education already received in primary schools. In France, how ever, the wants of untaught adults have been provided for by the establishment by law of E. S. suited to them. In all the states of Germany, provision is made more or less in the country districts, and always in the large towns, for continuing the instruc tion given in the primary schools. Schools for those who wish to learn reading and writing for the first time seem scarcely to exist, probably because they are not needed. The schools which do exist have a greater affinity to our mechanics' institutes than to any other kind of institution in this country. The instruction is given on Sun days and holidays, and in many places also on one or two evenings in the week. But s Sunday instruction seems alone to have been originally contemplated. The subjects taught arc the ordinary branches, with geography, freehand and geometrical drawing, geometry, and in some cases the elements of natural science and the laws of health. These institutions are supported by the funds of the commune or district; in some cases supplemented by the state.