THE ENGLISH JOURNAL OF EDUCATION.; INTRODUCTORY ADDRESS. THE history of educational periodicals will probably at some future period be regarded with an interest which, at the present day, it would be no easy matter to evoke. It is questionable whether now, or for some years to come, such a history could be fairly written, even by one best acquainted with the subject and most interested in it. To an extent much greater than is generally supposed, it is involved in mystery. And who cares to penetrate into such a mystery? What practical purpose would it subserve? Would it raise the teachers of the last thirty years in public estimation? Would it even present a tolerably fair outline of the rise and progress of what is popularly and properly termed the "education movement?" Many other such questions relative to educational periodicals might be asked, but it would be an unenviable task to answer them. It is one which may be becomingly evaded. We feel more strongly than words can express the weight of responsibility which devolves upon us by our undertaking to conduct The English Journal of Education, a periodical established years before the oldest of its contemporaries in educational literature was started. It has a history—we had almost said a mystery-peculiarly its own. We confess that we are not in the secret. It may be that many of our readers know more about it than we do, and we know enough about it to tell those who are quite-or almoststrangers to it that perhaps there is not another periodical issued in this present month that has so curious a history. Certain it is that some of the best known educationists of the present day have, at various times, contributed to its pages; but whether at any time it has had any material influence on education of any sort, it seems to us impossible to say. It may be that we over-rate the importance of an educational periodical. It may be that such a question as "What good has it done?" may be unfair, if not impertinent. We shall certainly not attempt to criticise the efforts of our predecessors. We shall not even volunteer a passing remark on the general character of the volumes for the last few years. Our silence on such a B subject would, on the present occasion, be significant enough under any circumstances; but when we ourselves make a point of calling attention to an omission which might be deemed unintentional, we cannot be ignorant of the construction which will be placed on our policy. It is therefore but just to state candidly our conviction that the character of such a periodical as The English Journal of Education is dependent not so much upon an individual, or upon a few individuals, as upon the scholastic profession generally. Possibly-probably-we shall be told that the fact is that nine-tenths, or perhaps ninety-nine per cent., of the members of the scholastic profession care nothing whatever about educational periodicals generally, or The English Journal of Education particularly. Our reply is, "So much the worse for the fact." If it is a fact, it is a disgrace to the profession. This is strong language, and we should hesitate to use it were we not persuaded that the educators of the present day are not indifferent to practical means of combining to render their profession as honourable in the public estimation as it is, and always has been, and ever will be in the estimation of those who regard education as one of the most important works in which a human being can engage. The shallow-brained pedant who rejoices in the appellation of "Principal" of what he bombastically styles a "Classical, Mathematical, and Commercial Academy," lays flattering unction to his little soul, and vainly struts about his "little kingdom," believing that all the world regards him as an ornament to his profession, and his profession as honourable, as in reality it is; whilst, on the other hand, there is not in the profession a lady or gentleman distinguished for learning and educational aptitude who is not compelled too frequently to deplore that the scholastic profession, if not absolutely despised, is not sufficiently honoured by the majority of the public. The foregoing remarks naturally suggest the inquiry, Would teachers, by energetically supporting an educational periodical, raise their profession in the estimation of the public? We venture to reply affirmatively; but we must observe that by the term "energetically supporting an educational periodical,” we do not understand simply subscribing to it and reading it regularly. An educational periodical with such support would be no better-or very little better than a successful trade speculation on the part of its proprietors. The way the only way-in which an educational periodical can be energetically supported in the professional sense of the term, is by teachers -especially experienced principals-making it a general medium of intercommunication on subjects connected with the teaching-service-on all that relates to the theory and practice of education. That they are incompetent to do this, no one can reasonably believe. It is certain that they must either be unwilling to do it, or that they doubt the utility of doing it. We believe that many are unwilling to do it. An overweening self complacency restrains them. They have systems and methods so peculiarly their own, that by describing them they would make a sacrifice such as the most exacting could not unblushingly require. "For ever aiming at the world's esteem, Their self-importance ruins its own scheme; Why should they who have laboured long and successfully to contrive a thoroughly efficient educational scheme, impart their invaluable secrets to mere pretenders to teaching? Are not they the true educators? Are not all other teachers their rivals, and are not most of their rivals mere charlatans? "Let all those get who have the power, And let those keep who can. We believe that many are unwilling to communicate their views on the theory and practice of education, not from conceit but from diffidence, from that humility which is so often-we had almost said too often-the concomitant of true greatness. What they do so well appears to them so natural that they cannot fully realise the fact that their mode of procedure is widely different from that generally adopted. Amongst "the quiet ones of the earth," how many are our ablest educators! If we could but induce them to come forward and aid us by their counsel and by the expression of their opinions, how greatly would the cause of education be benefited! Of those who doubt the utility of intercommunication on educational topics, the self-complacent form, perhaps, the majority; certainly one of the principal portions. The principal of a large and flourishing boarding-school once remarked to us that he belonged to no schoolmasters' corporation, society, or association; he never contributed to, or even read, any educational periodical; he never troubled his head about educational movements or educational questions. "My connexions," said he, "are of a superior class; my associates are chiefly the parents or guardians of my pupils; why should I desire to fraternize with schoolmasters? I can learn nothing from them; those whom I consider my equals can learn nothing from me, and those who are my inferiors-I mean as schoolmasters-will not learn from me or anybody else." Some of our readers may be ready to exclaim, "Tell us the name of the gentleman, and we may perhaps be able to say whether he was right or wrong; or rather, how far he was right and how far wrong." We do not deem it expedient to mention the name, but we believe that, considered in the abstract, such dunce, or he must be a policy is open to censure. The educator who can learn nothing from the members of his profession, must either be a thorough adept in pedagogy in its widest sense. In the one case he is a disgrace to the profession, in the other he is an enemy to it, if, scared by proficiency on the one hand, and conceit on the other, he makes no effort to benefit his fellow-labourers. A well-supported system of intercommunication amongst members of the profession would materially tend to strengthen their hands, it would check the encroachments on legitimate privileges of the profession-encroachments which have resulted from the pettifogging of "principals" who seem to rest their claim on public support mainly on "cheapness." It would check educational quackery by exposing the meretricious arts of those who batten on the credulity and thoughtlessness of "parents and guardians," and it would afford intellectual recreation to those who engage in it. The English Journal of Education has, we submit, special claims to be energetically supported by the scholastic profession in the way we have suggested. We say nothing of its priority on the score of its being the oldest of the educational periodicals. We say nothing of its recognition, encouragement, and support by gentlemen whose services to education have already obtained for them a world-wide reputation. We urge its claims mainly on its undoubted independence. It is the only educational periodical worthy of the name, that is not the organ of any educational clique, party, denomination, corporation, society, association, or class. Each of our contemporaries has its speciality; there is not one that can fairly regard our publication as a rival, nor is there one that we consider as a rival. There is ample room for all, and indeed a healthy, generous rivalry is rather to be desired than dreaded. We may occasionally tread, without trespassing, on each other's grounds. We may occasionally differ from each other on points of various degrees of importance. But as for deliberate, dogged, general opposition, we neither attempt nor dread it. An educational periodical, to be useful, should be interesting to those for whom it is designed. Every experienced educator has had enough, and more than enough, of dry disquisitions on the teacher's duties and responsibilities. Stimulating, suggestive, thoroughly practical papers should be the distinguishing feature of a periodical intended for those who need not so much to be lectured on their duties, as cheered and aided in the performance of them. An educational periodical should also be a reliable, impartial repertory of educational intelligence. In short, it should fairly represent the educational aspect of the period of its publication. Such are our views, and we sincerely trust that they will coincide with those whom we are privileged to address. We need help. We respectfully and earnestly ask it. We are convinced that no editor, however well qualified, and however well aided by a regular staff of coadjutors, can render such a publication as this what it should be without the cordial, energetic support of the profession of which it is designed to be the organ. The English Journal of Education should be "learned, chatty, useful,” a record to posterity that the educators of the nineteenth century were what educators should be. The English Journal of Education has now com- . menced a new period of its existence; how long that period will last, it is impossible to say. But the brighter it is, the longer may its duration be; and at the end of each year may it be needless to ask, "What good has it done?" OXFORD LOCAL EXAMINATIONS. THE public distribution of certificates and prizes to the successful students in London, for the year 1862, took place at twelve o'clock, on the 11th ult., at Willis's Rooms, King Street, St. James's. The Bishop of OXFORD presided, and, in opening the proceedings, addressed the meeting as follows:-" Gentlemen and Ladies,-I have had, personally, very great pleasure in complying with the desire of those to whom the arrangements of to-day have been committed, in attending here in order to be the instrument of placing in the hands of you, gentlemen, the successful candidates, the university certificates of your examination, and also to deliver to you these prizes, which the committee have superadded to those certificates. It is great pleasure to me to be able to take this part. however humble, in what I consider so good and valuable a work. Good and valuable for many reasons. For reasons, some of which lie so much upon the surface that it must strike every one who reflects at all upon the matter. Good and useful for other reasons, which lie somewhat deeper, and which at first sight escape the notice of the incurious eye. Of course, it must-we see it at once-be a matter of great moment to do anything which can at the same time stimulate and guide the exertions of young men who are anxious to cultivate to the utmost the faculties Almighty God has given to them. "The cultivation of the faculties alone-great even as may be the results of that is but half the matter that we at once, in the interest of you yourselves, and of society around you, are anxious to secure. The powers of man's mind may be cultivated highly, so as to increase the rapidity and even the power of their exertions; yet if there not be the guiding influence which leads to that greater rapidity and greater power of execvtion being readily directed, there may be no good, but upon the whole evil, resulting even from that quickening of the intellect. There may be evil to the man who is the subject of it-evil to the society of which he is a part; but when we can combine the stirring up of young, intelligent, and ardent minds to greater efforts to make their own powers so strong as it is possible, and can superadd to that any |