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SPECIMENS OF TIME TABLES.

No. 1.-BOYS' SCHOOL. — TRIPARTITE ORGANIZATION.

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No. 2.-GIRLS' SCHOOL. TRIPARTITE ORGANIZATION.

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10 30 to 10 55 Geography and Gram- Dictation and Drawing. Home Lessons. Floor.

mar. Gallery.

Desks.

10 55 to 11 20 Dictation and Drawing. Home Lessons. Floor. Geography and GramDesks. mar. Gallery.

11 20 to 11 45

11 45 to 12 15

12 15 to 12 45 12 45 to 115

115 to 145

Home Lessons. Floor. Geography and Gram- Dictation and Drawing

mar. Gallery. Writing. Desks.

Reading. Floor.

Desks. Arithmetic. Floor.

General Les son and Recreation in Playground.

Reading. Gallery.

Writing. Desks.

Reading. Floor.

145 to 215 Arithmetic. Gallery.

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Arithmetic. Gallery.

Slate Arithmetic.
Desks.

Mon., Arithmetic; Tu Object Lesson; Wed Globes; Thurs., Art of Reading. Gallery. Writing. Desks. Reading. Gallery.

Work and Natural History, or Domestic Economy..

Work and Singing.

Religious Instruction from 10 to 10%1⁄2 o'clock.

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10 0 to 10 5 10 5 to 10 45

10 45 to 11 15 10 15 to 11 45

11 45 to 11 50

11 50 to 11 55 11 55 to 12 30 12 30 to 12 40 12 40 to 110 110 to 130

130 to 2 0

2 0 to 230

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Home Lessons and Reading.

Writing.

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Home Lessons.

Dictation.

Arithmetic, Algebra, Geometry, &c.

Rolls called and atten dance entered in Report Book.
General Lesson read..

Reading and Spelling.

Lesson Exercise.
Geography.
Drawing.

Arithmetic.

Recreation.

Writing.

Geography and Grammar alternately. Drawing and Composition alternately. Reading and Explanation. Arithmetic in Desks.

Religious Instruction from 21⁄2 to 3 o'clock.

No. 4.- MIXED SCHOOL-ATTENDED BY BOYS AND GIRLS.-BIPARTITE ORGAN

IZATION.

Time.

H. M. H. M.

10 30 to 11 0

11 0 to 11 30

11 30 to 11 55 1155 to 12 0

Junior Division consists of First Senior Division consists of First and

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12 0 to 12 10

12 10 to 12 20 12 20 to 12 50 12 50 to 120| 120 to 140 140 to 2 0

2 0 to 230

Rolls called, Report entered,

Boys Arithmetic.

Girls play.

Boys play.

Girls sew.

Reading.

Lesson Exercise. Girls sew.

Drawing. Girls sew.

Grammar and Geography alter

nately.

Desk Arithmetic. Girls sew 10

minutes.

Arithmetic.

Lesson Exercise. Girls sew. Grammar and Geography alternately. Drawing. Girls sew.

Reading.

Religious Instruction from 10 to 10%1⁄2 o'clock, and from 21⁄2 to 3 o'clock.

SYLLABUS OF LECTURES ON METHODS OF INSTRUCTION.

I. - METHOD IN GENERAL.

a. Definition.- Literal meaning: true method is a way of transit from one to the other of related things- a unity with progression: a mental act: relations of things are its materials: it is never arbitrary: the habit of method results from education: arrangement or order is not method: its great principles are union and progression: it leads to thoughtfulness, understanding, learning, and application.

b. Importance.-In domestic affairs: agriculture: construction of a watch: discourse, private or public: poetry-a play: meditation-science: education-starting point, object to be attained, and course: in this course the teacher should assist and direct, develop facts, prevent idleness, and advance gradually.

e. Necessity for. All is chaos without it: no convenient arrangement: no natural disposition of things: no solid progress can be made: the rambling, incoherent character of ordinary teaching.

d. Divisions. The two great methods are Synthesis or Induction, and Analysis or Deduction: the subordinate methods are the Socratic, Didactic, Elliptical, &c.

II. THE TWO GREAT METHODS.

By these every subject may be treated.

a. Synthesis.-Literal meaning of the term: is a putting together the parts or elements of any subject, step by step: also called Induction: proceeds from the simple to the complex-the particular to the general: it is the natural method: best adapted for elementary instruction: all educationalists are agreed upon this point: its great reviver and supporter in modern times was Pestalozzi (Zurich, 1745): he first taught sounds, then words, then language.

ILLUSTRATIONS. — READING-letters, syllables, words, sentences, paragraphs, &c.: the difficulty of teaching reading in our language arises from the different sounds of the same letter, particularly of each vowel: this is very considerably obviated by the synthetic arrangement of our Lesson Books: examine the First Book; its structure is purely synthetic: letters taken by twos to form such words as an, or, &c.: in the next section we have distinct lessons on ǎ, è, I, ō, ŭ : then a mixture of all these in the next five lessons: the next five lessons are on ǎ and a, è and é, I and i, ō and ō, ŭ and u, respectively in the concluding lessons of the section we have a mixture of these several sounds: the first five lessons of the third section give the short sounds of the vowels followed by two consonants, as act, elm, &c.: then a mixture of these: next a as in ball: o in love: a combination or mixture of long and short sounds and double consonants, as in cheese, shell, &c.: diphthongs: digraphs: silent consonants : peculiar sounds: combinations of three consonants: the beauty and method of this arrange

ment.

WRITING affords another example of synthesis: straight lines: curves: crotchet letters: capitals: Mulhauser's system; not his invention; he reduced the number of elements and arranged them synthetically: his merit lies in this.

DRAWING, another illustration of synthesis: straight lines |- \/: curves 、

: combinations of these with straight lines: the circle: the ellipse: combinations, &c.

GEOMETRY-definitions, postulates, axioms, and propositions.

CHEMISTRY-the formation of water by detonating by means of the electric spark, the proper mixture of oxygen and hydrogen.

MUSIC affords another illustration of synthesis: Hullah's system of teaching music is an admirable example of pure synthesis.

b. Analysis. Literal meaning of the term: the separation of a compound into its component parts: also called Deduction: proceeds from the complex to the simplethe general to the particular: the opposite of synthesis: Jacotot its great supporter in modern times.

ILLUSTRATIONS:— LANGUAGE-sentences, clauses, words, and letters: CHEMISTRY-the decomposition of water by means of the galvanic battery: GEOMETRY — the deducibles: bread.

c. Application. Analysis has been compared to the efforts of a traveller proceeding from the mouth of a river to its source, and synthesis to the efforts of the same traveller in retracing his steps to the mouth: both methods used in the discovery of truth: hence, they may be mutually employed: exclusive use of either unsuccessful: the analytic more used in the discovery of truth. the synthetic in conveying instruction: he who would teach synthetically must first analyze: the method to be used depends on the subject, and the pupils, and the teacher: every teacher should be an expert analyst: analysis cannot be used in teaching signs to children: they get their knowledge synthetically: they do not analyze : hence, synthesis must prevail in every subject: consistent facts only should be stated: avoid analysis till the mind is considerably developed: it is not to be used in teaching the junior classes: "Easy Lessons on Reasoning"- the first eight chapters analytical, and the remaining ones synthetical.

III. SUBORDINATE METHODS.

.. Socratic consists of a series of questions logically or methodically arranged: also called Catechetical or Interrogative: either analytic or synthetic: teaching may be catechetical without being Socratic: this form prevails in ordinary schools: the remedy: directions for questioning:

1. The question, both in matter and language, should be within the comprehension of the pupils.

2. It should be precise, so as to admit of a definite answer.

3. It should be such as not to admit of a simple "yes" or "no" for the answer. 4. It should not require a very long answer.

5. The questions should be methodical-a progressive order or chain of questions: Eimple to complex, or vice versa.

6. The questions should be interspersed with explanatory remarks from the teacher. The uses of this method are two:- First, for examination: second, for conveying instruction: "Instruct the pupils by questioning knowledge into them, and examine by questioning it out of them: the catechetical consists of three stages: preliminary questions, questions of instruction, and questions of examination: a good plan to let pupils question one another.

Cautions:- simultaneous answers: defective answers: wrong answers: correct them indirectly: random answers: good answers- approbation: answers in a pupil's own language: to arouse the listless pupil: thinking time: suggestive questions: book or author: "Is he right?"

b. Elliptic Method.-What is it: used during the progress of the lesson, that is, in teaching, and in examination: particularly applicable in examining upon an anecdote: its advantages-does not interrupt the continuity of the lesson, is more concise than the catechetical, and relieves it: directions for forming ellipses :

1. A good ellipsis is equivalent to a good question.

2. The elliptic method should be associated with the catechetical.

3. The ellipsis should be adapted to the capabilities of the pupils.

4. It should be adapted to their attainments.

5. It should not admit of an ambiguous answer.

6. It should not end with "what," "how," &c.

c. Dogmatic.-What is it: neither analytic nor synthetic: becomes analytic when accompanied by explanation.

d. Didactic.

e. Explanatory.

f. Picturing out, &c.

XL SUBJECTS AND METHODS OF EARLY EDUCATION.*

BY THOMAS URRY YOUNG.

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I. NECESSITY AND NATURE OF THE INFANT OR PRIMARY SCHOOL.

THE idea of collecting very young children for elementary instruction is not new; schools for infants have long existed under the naine of Dame Schools. Indeed the embarrassment arising from the union of children widely differing in age generally led either to the separation of the younger portion, or to their entire neglect. Very little observation and reflection are required to convince us of the marked disparity in the state of mind in children of various ages, which, when we address them familiarly, we involuntarily admit, by bringing our language and ideas to their level; and they themselves generally divide into groups, according to their age for conversation or play. No judicious teacher overlooks this fact, or attempts to unite in one class pupils of five years of age with others of ten and twelve. It is not, therefore, in the mere collecting of young children together, but in the kind of instruction given, and in the mode of communicating it, that the infant school system differs essentially from any previous form of elementary teaching. Under the old system, little was attempted until the child had learned to read; and, during this long and painful interval, the monotony of the school-room was seldom varied by any thing to interest or amuse the little pupil. No physical exercises relieved the wearied body, but all was starched formality, and what was called good order. Immured in a close dull room-all the joyous freedom of infancy repressed the eyes vacantly poring over the unexplained mysteries of learning's first page, the only motives to exertion being the dread of the fool's cap, or of the

"Tway birchen sprays, with anxious fear entwined;
With dark distrust and sad repentance filled;

And steadfast hate, and sharp affliction join'd,

And fury uncontroll'd, and chastisement unkind."

With such a system, was it wonderful that the little sufferer longed to escape from school as from a prison house-that small progress

* Extracts from “Young's Infant School Teachers' Manual,"

was made—and, worst of all, that the temper and disposition were too often irremediably injured? But, with the advancing intelligence of the present century, it began to be perceived and felt that something more was required for the happiness and good of infancy than this, at best, negative system; that, in fact, much could be done in the formation of character and good habits, as well as in the development of the intellectual and physical powers, even with children in the earliest stages of life: hence, infant schools, arising in an age of high intelligence, have had impressed upon them, at their commencement, enlarged and philosophical principles. Throwing aside, as unfit, all previously existing systems, the infant school legislates for its pupils in accordance with their age and state, basing its plans on the simplicity of nature; taking advantage of those restless instincts which were the terror of former teachers, it makes them subservient to the most perfect training, subduing to cheerful orderly activity that incessant restlessness, which, when suppressed, constantly breaks out into irregularities. That troublesome curiosity which so often annoys us in the young, is made to produce the rapid and apparently spontaneous development of the intellectual faculties; while the ever springing love of infancy opens the heart to receive the seeds of the purest virtue.

The following extract from an eminent Continental writer gives a fair statement of the position and use of infant schools :

The vocation of such establishments is not to antedate the true effect of our schools, but to dispose and prepare children to enter them. Well directed, their utility is incalculable. The power of education is inversely as the age of the young; and Montaigne perhaps rightly said, that he learned more from his nurse than from all other teachers besides. Now, the teacher of an infant school carries the work of the nurse on to the age at which development really begins, and where habits are effectually formed. How many parents are there, who, for want of intelligence or leisure, of constancy and patience, are unfitted to watch over this first blossoming of our luxuriant human nature; and how desirable is it that the noble task should be intrusted to those who will regard it not as a trade, but as a profession and high art! Such institutions, too, necessarily facilitate, to a great extent, the operations of the primary schools. Instead of losing their best time, and consuming their best efforts, in bringing children within some order and discipline, in accustoming them to the school, and inducing them to fix their attention, the teacher would then only have to carry on an education already begun in every direction. In existing circumstances, and in places where there is no infant school, the teacher has reason to congratulate himself when the children committed to his care have received no education whatever, but remain very much as when they issued from the hands of nature; for then he has not to cause them to unlearn vicious habits instilled by previous maltreatment; but if good infant schools were universal, he would require only to resume the work they had begun, and to continue what already is considerably advanced. Learning to read, write, and cypher, would then not occupy all the leisure of the children; enough would remain for receiving true instruction, and for the work of education, properly so called.

I do not hesitate to state my opinion, that every primary school open to children from the age of six to fourteen, ought, in its younger classes, to be conducted and disciplined very nearly as an excellent infant school; and that in the

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