B.—Circulars Issued by the Education Department, at Whitehall.

1.—Instruction of Infants.

You will have observed that in the Education Code of 1892 teachers holding either the elementary or advanced certificate of the National Froebel Union are allowed to rank as assistant teachers in infant-school under inspection. And you will doubtless have rightly inferred from this concession that the department are desirous of giving further encouragement to the employment of kindergarten methods.

The circumstances of infant-schools have altered considerably in the last few years; the numbers in the lower classes having increased (especially in schools which have accepted the fee-grant, and have consequently either abolished or largely reduced their school fees), a full four years' attendance at the infant-school will be the rule and not the exception. The improvement also shown in passing the standards at an earlier age than formerly gives to infant-schools greater liberty and leisure in developing natural methods of education.

As regards the elementary subjects, the conditions of the Code are fully satisfied if the scholars over seven can pass, as a rule, in the First Standard; nothing more should be attempted in these subjects in the infant-schools, except in the few cases in which scholars are allowed to be retained for the work of the Second Standard. The scholars in the lower classes of infant-schools may therefore be relieved from any premature preparation for those subjects on methods ill-suited to their tender age.

It has been strongly urged that sufficient attention has not been paid in the past to these principles; indeed, it is often found that the Kinder-garten occupations are treated as mere toys, or amusing pastimes, because they are attractive for children, and the intellectual character of the " Gifts of Froebel" is disregarded, whereas the main object of these lessons is to stimulate intelligent individual effort.

You should direct the attention of teachers to the chief consideration which underlies true methods of infant-teaching—namely, the association of one lesson with another through some one leading idea or ideas. The reading-lessons, occupations, and object-lessons may all be usefully combined—e.g., if the teacher wishes to impress on her class some knowledge of a domestic animal, she may usefully combine the object-lesson for page 19 general study of its structure; the reading-lesson for a-knowledge of its habits and character; some occupation, such as pricking the outline. To impress an exact knowledge of its form; a song or simple story bearing on its association with human life; so that familiarity with animals, especially with domestic animals, and a kind treatment of them, may be fostered.

On the other hand yon should caution teachers against the mere repetition of the same exercises and lessons; the progressive character of the whole scheme of instruction should be constantly kept in view; and each exercise should lead up to something beyond itself.

Pictures and flowers have been wisely introduced of late in greater abundance into infant schools, and have added much to their cheerfulness and attractiveness. They should be frequently taken down into the class, and made the subject of conversation, It is not enough that the children should be taught to observe these things and to answer questions upon them. They should be encouraged in every way to give expression in their own words to what they know, what they want to know, and what they think.

It will be found that the elementary subjects when taught on right methods can be treated with greater variety; reading becomes a kindergarten lesson through pictures and word-building; writing becomes a variety of kindergarten drawing; elementary exercises in number are associated with many of the kindergarten occupations.

It is the experience of, many good teachers that by the adoption of such methods it is found to be unnecessary before the sixth year is passed to employ books for reading, except occasionally for a change of occupation, or perform any exercise in writing except the elements of letters, or to do my formal arithmetic work on slates.

It may reasonably be hoped that the observance of these suggestions fill materially improve the work of the younger children in infant-schools and classes, by relieving the teacher from that useless subdivision in-the elementary subjects, which has been hitherto generally employed, and by rendering the instruction less formal, but more varied and attractive.

A list of varied occupations is appended to this circular.