.^:€% IMAGE EVALUATION TEST TARGET (MT-3) k A {./ /. I/. ^ 1.0 1.1 l^|2£ 12.5 S 124 "^ lU |4fl IL25 i 1.4 I 2.0 lii 1.6 Hiotographic Sciences Corporation signifie "A SUIVRE '. le symbols V signifie "FIN". Les cartes, planches, tableaux, etc., peuvent dtre film6s d des taux de reduction diffdrents. Lorsque le document est trop grand pour dtre reproduit en un seul clich6, 11 est film6 d partir de I'angle sup6rleur gauche, de gauche d droite. et de haut en bas, en prenant le nombre d'images n6cessaire. Les diagrammes suivants illustrent la mdthode. 1 2 3 32 X 1 2 3 4 5 6 f A *** ■ ^-r"* ■ w* M OUTLDJE ItiA^ ^ op THB GENERAL REGULATIONS ▲NO MBTBOD OF TBICHIM IN THK MALE NATIONAL MODEL SCHOOLS, rOE THK USB OP TEACRBM. BY PROFESSOR SULLIVAN. \> k k r Jk P ffOVaXH EDITION. PRINTED JY ADTHORiTY OP THE COMMISSIONERS OF NATIONAL EDUCATION. MONTREAL: RE'SllIWTED BY PERMISSIOJ-;, BY ARMOUR AND RAMSAY. 1845. L F .it5 NOTE TO THIRD EDITION. As the "Method of Teaching Geoffraphv " « F«r,.- Etymology," and "Rules for St^llJTiJh .T '" other article., ,uch u "Mellind rf^? u" '"«""""»"• P'acc He h„ .,„ ^„. f J: U.^ tl :t."'cl^''''"'''''' *"• NOTE BV CANADIAN 1>PBLISHE14S. praclLed with «, „„eh admu,. i„ 1 N^u^-Th ? »' v-Woable hin;. may l« irlewled f™. » "f Nat ""J School., man, »ve™, Ac..«„ic.'„. j'rr«.X«tL"^ '""™"°*"' "^ **' Copica of the pamphlet may be had .rrn»j. Davidson, Niagara '^'=''"^^"^' "^-^^'^n ; and Mr. A. October, 1846. 33 AN OUTLINE, "Exercises in appeared in the i in the Author's "Spelling-Book Brs of National ^e in their place Alphabet," &c. nissioners, their ions, Training, nts and Com> "anada, in the lole system as chooJs, many ement of the pph'cation to rontreal, and «SAY, Mon- ^. Brooks, *» KirE£- Kingaton ; '» Toronto ; i Mr. a. &Cf MALE NATIONAL MODEL SCHOOLS. Thbre are three schools for Ixqrs on the premises, (in Dublin.) The largest, or principal school, which conaiste of about four hundred boys, is diyided Into five dlTisions, namely, flmt, second, third, fourth* and fiWi : the first being the lowest or least advanced. To each of these dlrislons a certain number of desks, with a determined portion of the floor, is assigned, which they are never to leave without per- mission, or directions from the teacher. Over each of these divisions, a paid monitor, or pupil-teacher, U appointed, who is responsible for the cleanliness, good order, tuoAproJkiency of the chiWren constitu- ting his division. As the pupil-teachers cannot possibly instruct all Uie children themselves, the Monitorial or Mutml-iiutmction method is applied to a certain extent. Each division is subdivided into classes, accord- ing to the proficiency of the pupils, and the subjects to be taught ; and over each class a monitor is appointed, who instructs it under the guidance of the pupil-teacher In charge of the division, and under the general superintendence of the master. The number of children in a class assigned to a monitor should not exceed nine. The classtnmUors are selected from the beat and most intelligent boys in the class— or rather, from the class immediately above it j and, as they receive no remuneration for their services, they are not required to act for more than an hour in the day, or a day in the week. To carry this arrangement into eiTect, the master should always endeavour to have a large number rf niinil!i on hi* u-* -»>•<' 712 * METHOD OP TEACHING ■nd wating, to act aa monitors in rotaUon. Extra inatrucUon. and occa„onaIly school-boolc. and paper, are giren to the p«piU wCt as claaa-monitora. Beside, the instruction giten to the children by the class-monitor. and pupil-tcachers, each class rcceires at least one lesson in the dar irom the head, or second teacher. They also, in large drafts or JiTisions, reccire SimuUaneou, instrucUon, onco a day, in the class, room, or gallery, from the pupil-tcachers or masters. This, which may be called the mixed system, combines the ad- vantages of the Monitorial and SinmUamouB methods of instruction Under the former, the children are taught almost, if not altogether by monitors j under the latter, as the master cannot diride himself the children, even in schools of the smallest class, idle away half their time under the name of preparing their lessons. But, under the mixed system, erery pupU is kept constanUy at work, and CTCfT mmute is turned to account ; for, if not under the direct teaching of the masters, he is receiying inatrucUon from intelligent monitorsT The head teacher examines all the divisions in roUUon, and makes an entry in his note-book of the state and proficiency of each The second master is expected to do the same.and to communicate to the head teacher the result of his examination. The head teacher has the general superintendence of aU the schook class-rooms, and galleries, except when teachmg or examining a class J m which case he deputes the second teacher to take hisplwe When the head teacher resumes the superintendence, the second teacher conUnues to examine the several classes in roUUcn. The teachers are expected to observe themselves, and ti impress upon the minds of their pupUs, the great rule of RXGutAaixT and ORDER. <' A time and a place for every thing, and every thivg in its proper time and place." ORDER OF THE DAY. At nine o'clock every morning, the masters and monitors are expect- ed to attend ; the former to give, and the latter to receive, necial instrucUon. If any of the teachers, or paid monitors, are absent or late the head teacher enters their names in a book for Uie inspecticu of tl»e Professors, and Commissioners, if necessary. s 1 IN NATIONAL MODEL SCHOOLS. ra inatniction, (Uid, )thepupilf whoact the claM-moniton le lesaon in the day in large drafU or K day, in the clais- rs. , combines the ad- ^ods of instruction . , if not altogether, lot diTide himseir, die awajr half their But, under the work, and every direct teaching of gent monitors, •tation, and makes :j of each. The ramunicate to the of all the schools, or examining a to take his place, ence, the second rotaticn. s, and to impress EGCLABiTT and id every thing in titers are ezpe«i- f receive, tpecial re absent or late, the inspecticn of At the same hour, the play-ground is opened for the reception of the children, under the superintendence of one of the masters, who discharge this duty, morning or week about, in rotation. This rcgu* lation applies to the play-ground in the mornings only ; during the other periods for play, aU the masters and pupil-teachers arc ex> pected to be present, except those who may be specially engaged in the schooH-ooms by direction of the head teacher. The children, while in the play-ground, therefore, art never left to themtdvet. They are always under the Superintendence of the teachers and paid monitors } who, without cootrolliog or embarrassin g iiiem by their presence, |^cp a strict watch over their words, actions, aod'general demeanour. Of all regulations this is the moat important* The playiground is not intended as a place in which tlia children may riot uncontrolled, it is the scAooZ for mobal instruction j and, inasmuch as moral im- provenent is of more importaoce than mere literary information, there is even a greater necessity for the master's presence iu the play-, ground, than Ui the school-room itself. Of course, it is not meant that the masters should lecture the children while at jday ; nor inter- fere at all, except in cssm whidi requite immediate animadversion. On the contrary, they shouU throw up the reins and leave them to the full enjoyment of their freedom ; taking care to note, for the materials of a moral lesson ip thjB gallery, any excesses or faults they may commit in their uncontrolled moments. It is scarcely necessary to add, that all the educationists of the present day consider thfs play-ground as essentially necessary for moral training. It is, in shorty the best place for discovering the dispositions, developing the character, and forming the habits of children. INSPECTION W CLEANLINESS, &c. At fiv/e minutes before ten o'clock the masters proceed to the play- ground, for the INSPECTION in ci^eanlinkss. If the day be wet, the children enter the school, salute the master regpte^ully as (hey pass, and fjarm themselves into lines parallel with the walls. The pupil-teachers, then, under the superintendence of the masters, pass up and down (heir respective divisions, and satisfy themselves hj, k ^ 6 METHOD OF TtACHiNC '•" completely cured. Every jS ' '"'* ""^ re-admitted 'ncdical attendant of the etj'h^''^: '' '"'"••"^°" "'°™'"?, tl«. •nitted children,and an/ont o h .'"'P'*'''' "" "^ "«-'y«»d- After the In. eeUon i ' "^ ^ ^.P";''' ''™"K»'t under hi. „Le. - -nn it, talcetheir place leio^,^^^^^^^^^^ ""^ ^'-^ new of the day commence.. ^^ ^'^ '^""••°" ' "«« »»» buai- '" ™'"*«''J"g into and out of school »«.i. ^. • . l>y «t« pupil-teacher and hia a« Lta^' ^"^ ''"'"•°" *» "companled n J»t, trsr^c-rrr '""■ •"°««' '-"". •'. iJ'e»n .- . " *»« Methods employed in teaching ALPHABET.* • The *..— .._. . ~ ^ — "^ — — ^^^dis^ writefi, however hl^"*'" '=°.""1""ice how^ev i?-*""* '^■' » "i^'er i 'ofthe children are lean ; for eren the *nd neat. Should •a addressed to tiie having a cutaneous nd not re-admitted sion morning, Uic »ll the newly.ad- t under his notice, into the school— •on J and the bu8i< n 1» accompanied '«, and the other 'ils march orderij to and frcm the I. each other while ted for each, are d conspicuouslj branches taught yed in teaching :ult lesson that *-Jthing in hi* ossible. Pes, int two letieN Ml «i>e letters ; the Natioaal •cation, p. 112 I been a matter »nged. goo« ■"an^ement. IN NATIONAL 3I0DEL SCHOOLS. f lalozil has called It « the first torment of children," and with great truth, for, as It Is usually taught. It Is a difficult and perplexing task. If we cannot smooth the rugged path of learning for children, wc should, at least, throw no unnecessary difficuUies in their way. And to make them learn and recollect the names and forms of all the letters in the Alphabet, larce and small, before they arc permitted to ad- vance a step in a practical direction, is a great and unnecessary dif- ficulty thrown In their way. The difficulty to a child must be great If wc doubt it, let us try what trouble It wouH cost ourseUes to learn and recollect the names and forms of six-and-twcnty characters or figures which we never saw before. Andthediflkulty is unnecessary, u far as regards the capital letters ; for they are not rrquired for t\>e purpose of learning either to read or spell. It is of the small or common letters that words and sentences are composed. The cap- itals occur only one at a time, perhaps not more than two or three in a pag« } and the children will learn them as they proceed without any formal teaching. ' TUI very lately, too, children were obliged to learn an additional character for the letter • (/) ; for no other purpose, it would seem than to puzzle them between It and the letter/ to which it bears so close a resemblance. The dotii/c letters, too, as they were called were considered Ull lately a necessary part ofthe Alphabet; and the unfortunate tyros were consequenUy obliged to learo new and complicated characters for the same htter, before they were per- mitted. to proceed to the simplest lesson ifi their primers. But the difficulties which children en -nter In learning the n/iin« and/orm ofthe letters of the Alphabe .tre trivial when compared to the labour which it costs them to learn ih^lr BOund$ or power. 8 METHOD OF TEACHING If every ditUnctarlicuIale tound had a different and djatinct n>n or character, to reprcacnt it-or, in other words, if the sumt toumU were alwaya expressed by tlie Mme iigns, learning to read would cease to be a Udious and perplexing process ; for in this caae, it would, in a great measure, be reduced to a knowledge of the letters. But thu ifl not Uic case in our, nor indeed, in any Alphabet. In •OTOo ca«!s, we havo disUnct sounds without proper or ptculiar signs to represent them, and in others, we hare two or more ditferenl signs or character, for the same sound. Our Alphabet is, Ihcreforc, both de/echv and redundant. The very first letter of the Alphabet for instance, represenU, without alteration or external change, four diflercnt and disUnct sounds j and with regard to all Uio other vowels and several of the consonanU, similar obscrvaUoos might be made. * Wo have nine dmple vowel sounds, and only six signs or charar. ? luruKu'"" ''^ ^ '"'"'' '«""• W« have alN four consfnamls for whkh there ar« no proper or peculiar character" naSyX ^.tial consonant in the word /Am, the siWUUng sound tJTwi^ ***^/M"^ i** '^?'*' conwnantal sound ng, as in the word s.W. But the redundancy of our Alphabetismoror-pparent. The letter c, for instance, has m every case, the sound eitl^r of fc or i« It T Wore. a. far as the pronunciation is concerned, an unnecessa?; In cA, aa in cheat, the sound might be represented hrtih-nnA »!,-„ .tishard,aainwordsliI,ecAaos and meLniZ,hJt'Sh^t^. fore, IS redundant. ' ' "* "**'* The letter f, aW, is redundant, for in every case its sound miirht Phia,in every case, equivalent to/; and is, therefore, a suoer- ' nucus sign or character. " * P^^ The vowel y, being another form of t, is redundant ; and bo also '/^^^^P^'^^S'^ fo""« « «nd «; aa in the word, ciwr anS I BUI tnougb toesc sigiu or letters are unnpreaa>rv .. r». .. .u [)t and djatinct $ign if Ihe suint aouniU ing to read would for in thia caae, it Icdg« of the l«ttcr«. any Alphabet. In sr or ptcvliar ligns aore dilfercnt signs t is, therefore, both r the Alpliabct, for rnal change, four Jl the other vowels, ' might be made. X signa or cbarac- y may be regarded ■0 four consonants oters, namely, the sound of «k,aa in le word ting. irent. The letter of fc or «.• It ia, i, an unoecessary by Uh ; and when >7 fc. Ch, there- 3 its sound ought u-arter), quettion ht be represented erefpre, a super- nt ; and to also rords C > ir are concerned, Quit therefore lie \ IN NATIONAL MODEL SCHOOLS. 9 The difficulties which these Alphabetical inconsistencies occasion children in tlieir Brst attempts at learning to read, have been so gra- phically described by the Edoeworths in their "Practical £du< cation," tliat we shall transcribe the entire passage i As it is usually managed, it is a dreadful task indeed to learn, u> id if possible a more dreadful task to teach to read : wiih the help cf counters, and coaxing, and gingerbread, or by dint of reiterated pain and terror, the names of tl>e lour and twenty letters of the alphabet are, perhaps, in the course of some weeks, firmly fixed in the pupil's memory. So much the worse ; all these names will disturb him if he have common sense, and at every step must stop his progress. To begin with the vowels ; each of these have several ditierent sounds, and consequently ought to have several name^, or difl'erent signs to distinguish them in different circumstances. In I he first lesson of the spelling-book the child begins with a*b makes ab ; b-a makes ba. The inference, if any general inference can be drawn from this lesson, is that when a comes before 6 it has one sound, and after b^\\ has another sound ; but this is contradicted by and by, and it appears that a after b has various sounds, as in baU, in bat, in bare. The letter i in fin is t, as we call it in the alphabet, but in ylr it is changed, in pin it is changed again ; so that the child, being ordered to af&x to tlio same sign a variety of sounds, and names, and not knowing in what circuwstancc to obey, and in what to disregard tlie contradic- tory injunctions imposed upon him, he pronounces sounds at hazard, and adheres positively to the last ruled case, or maintains an appar- ently sullen, or truly philosophic and sceptical silence. Must e. in /)en, and e in wAere, and e in her, and t in /ear, all be called e aliiie 1 The child is patted on the head for reading u as it ought to be pro- nounced in future ; but if remembering this encouragement, the pupii should venture to pronounce u in gun and bun in the same manner, he will inevitably be disgraced. Pain and shame impress precepts upon the mind, the child therefore is intent upon remember- ing the new sound of u in bun ; but when he come to busy, and burial, and prudence, his last precedent viiW lead him fatally astray, and he will again be called dunce. O in the exclamaticu Oh I is happily called by its alphabetical name, but in to we can hardly know it again, and in morning and tcondsr it has a third ond a fburth additional sound. The amphibious letter, y, which b either a vowel or a consonant, has one sound in one character, and two sounds in the other ; as a consonant, it is proiiuunced as in yester-^ day } in try, it is sounded as i ; in any, and in the termination cf many other words, it is sounded like e. Must a child know all this by intuition, or must it be whipt into him 1 But he must know a great deal more before he can read the moat common words : what length of time should we allow him for learning when c is to be sounded like kf and when like t ? and how much longer time shall 10 METHOD OP TEACHING tion obtain from the nam/v" j ,, '^^^"^ * ^^ «annot by any coniuni- Jaught to call ft inZ^rii^ck ttrlir' "{."'"'^^ '-^«^S for leaching a docUe pupil, when r ?. »« L " """r * £«««"» tutor hardr There are many^areLl w^^ ^ "T*? ""^ »"d wha, J°;^«P«<=i^ingbefo«,4at eS'^^'^^JII^ n the speJli^ ^ary in sound 5 but unforlunaifili^h!'.! i " ^^^ »«>"«lion«, r ihall Pd by heart, and stillZ^lLSt t^"^^^^^ ^^^'^^^ »«» 'i' W onrever positive, are noS„d t, hi „^ "".<^«"'*nd. Theae lanj, leaet a child ha.'„ot ahray^^^t or S^« tn''""n"PP"""°"' » 5 of the occasion. In comiL to S.e wL PP':!; ^'*'" "P" ^ mr l»fnwu8 grammar, he ma| Jj nu^X^l f."** ?«POse that after "ead the words, tN .NATIONAL MODEL SCHOOLS. n T Uicse 9Jmpl« expected to tion of mono- •rds ia pre- ■« the novices Mding whole ^ing, all this » and ezcep- iding of the In teaching a child to read, every letter should have a precise single sound annexed to its figure ; this should never vary. Where two consonants are joined together, so as to have but one sound, as ph, sA, &c., the tMro letters should be coupled together by a distinct invariable mark. Letters that are silent should be marked in such a manner as to point out to the child that they are not to be sounded. Upon these simple rules our method of teaching to read has been founded. The signs or marks, by which these distinctions arc to be effected, are arbitrary^ and may be varied as the teacher chooses .: the addUioli of a single point above or below the common letters is sufficient to distinguish the difierent sounds that arc given to the same letter> and a mark underneath such letters as are to be omitted) is the only apparatus necessary^ These mai-ks were etnployed by the author in 1776, before he had seen Sheridan^s or any similar dictionary } he has found that they do not confuse children as much as i^Di P. B R But the PHONIC method ofteac'hing the Alphabet is the plan now gen- erally approved of in France. 12 METHOD 09 TElCHtNG ! ' If i- teaching childr;„ to'reTwS lr''!l '"*' '"^^*^ routine of alphubeUc teaching. ^"''"» "^"^ *^8h the | To these, and to the other learned and diatin«,l.h«i hare given up so much of their Ump in !"'""«f"'»'^ Persons irbo study of the Alphabe^t^gtulTeT,™'^^ to facilitate the cularJydue. In our^^rhowetr waT^'^J*"'"" ^ Alphabet as we find it in oJr R^ B^/V;"'* "^^ '"^ ^'^'' *« •weasier, and, therefore, no bet^r?lfi!r"* ^nd perhap. , thod adopted by the Board l^^lZ T, ^'"^ ""« "^ ^- ^ chi.drenbyob4ingtCl.r ;^^^ 1 of all the letters before U.ey c^ZTll I ^ "'^^ '«'» ««»- ^ "Are any of them like the Hrot two?'* Tea, Here., one, and there ia another : and here i... ., •♦fe«!Hl -^ •"""•""'^ •«'«'« Wit Which you Yea. Here., one, and there ia another : and here is th. . . " Verv won I, *"* "econd mark letter.; or ^The first lettlJT^eSJ leTteW' '•ol^*?'"''"*'*''«''etter,' Thil^J we would, Sir." "*"=* "' ««"e .econd lettei Then he would namg «nd n»->- «». -nu nj„^^ them ;!ro«<.„«ce the letter, fcc their u alsopr PM< Exci and th( word sound ( the nat What I wi-ess- aiche-ti nuncial ill E dissimi! syllabk ters wh prdnou Hem tochan sive of gee, ai which I incotn] be, ce, < ference 80 btril was firi areproi or aileni Weha> the Fre also, th( thei strike u any of 1 respond ibr hull ^eral organs of rofce, otot, hare succeeded : them through the :wi8hed persons irbo nng to facilitate the "7 teachers is parti- talce and teach the •on*. And perhaps erised than the m- ng the minds of the lie names and fonns •tep, they are Uugbt «• they are taught *i'*I!"*P»«ei teach M ■© on. Suppose »ronounce the worf line, and it is com. i b.enre their shape. II like to recognhS * 1 a little cross liiw "»'*.' How many ' purpose of com. U>e next*.* >,(,• n you hB7e sees a« the last letter lothenext—n f« -ely, u..t .. thTpTplu r ^r'"'" *■■' ■•"■.««». ^ntence ---w..,ch:^---ro.t~i •The Constructive Method «fT„..K:_ Ilia, '^'^'°y"''-*'-ShuttJewortl.,E,q. u abeUc teaching, there ftLABIC SPEIUNO. "redtospeWorname ^h&.c.', but merely decomposing it. ^ into this country by Ijic Spelling," or a i and the phonic 3duced by Mr. Kay Htee of Council on eresUng account of ine.» » a few words, the '• " It is recom- acquainted with exercise them as »nd sentences, as chers, therefore, ' to inquire into, words and sen- »«ch a habit is " the authorities -quires a person rtant sentence acquainted with >n the highest 'e instructed in ^G progressive ewortJj, Etq. IN NATIONAL MODEL SCHOOLS. 15 principle, will be comparatively eaty, and Uiey will consequently experience no difficulty in pronouncing the words, or reading. But, if any of the lessons in the series are omitted, — or if the pupils are taken over them in a hurried or careless manner, difficulties and dis' couragement, and bad reading ^ will be the result. If a child feels qo difficulty in reading, he can, and if properly in&tructed, will, from habit, pay attention to the meaning of what he reads ; but if the con^ trary is the case, his mind will be too much engrossed with the mechanical difficulty of pronouncing the words, to think of the ideas which they convey. It is only when a child can read without diffi- culty, that he begins to pay attention to the meaning of what be reads ; and when he does so, he will not only become a good reader, but what is of still greater importance, he will begin to -feel a plea- sure i^ reading.. As understanding tehat is read ia the great rule for good reading, children should be habituated from the first, to give an uninterrupted attention to the meaning of what they read. With Ibis view, they Qhould be frequently and regularly called upon to close their books, and to give in their own language the substance of the sentence or passage just read. Such questionmg, it is evident, fixes the atten- tjion of the children upon the subject of their lesson ; and the answer- ing in their own words, gives them a habit of expressing themselves in suitable language. At first,, and perhaps Cor a considerable time, terxhera wilt find some difficulty in applying the explanatory or intellectual method. Children will often be slow to speak, or perhaps silent, even when able to give the required explanation, and time, so precious in a large school, will, in consequence, be lost. But this is because they have not been accustomed to give explanations. '* Exercise them," therefore, from the beginning, " as much as possible upon the mean- ing of such words and sentences as admit of being defined and ex- pleined." Begin with the easieH ^nd most familiar words; and ex- press yourself satisfied with almost any explanation the child may be able to give — provided he has a conception of its meaning. Do not wait for, nor expect accurate — nor any definitions, from children. Encourage them to a&jjust what they think of it, and they will soon learn to describe it with ease and correctness. 16 mrHOD OP TiucHuvq l!|M *d ''JT iho good old couplet ^''' "" "^ "'''' '' ^^P^^^- "Wx, .oread .low, an Cher grace. The second nar. J^. •'" '" '""'' P™"" P'-""-" ,: ^°"° P*»^t of It requires an observation t -that is, naturaUy, and witi, exDresTn '"''^ " "^^ 'P^-^ if cur „./„,«/ „J;,^^ ^^^7^--^^ rule;, but cor-t, rather .ban .W.^i . « Wbt 7 ^'f' ^"'^"°- »^ r«id,„^,» Peatalozzi has observed «V f I '">d hegu„ t„ ^^^^^ ™y pupil- wanted first to be Taugbt' spaZT tl' ^'""'^^ "-» commence wiU, '>o««„c/a/u,f" h!^ ^/ ""'^ '^"^ ^'^ »'*'» '° manuBcrini hefore m^. i •''US aijd thus it ig written in .i." '''"«^e tn^?1"'^ proof of wLiLhXthati&v •'^'^'''''^ ofimparting io othe'r A ( IN NATIONAL MODEL SCHOOLS. ^ouly, and disHnci- i tm^ rule is qjtprcs- 1% > read as wc speak ccHenl rule;* but »uJd endeavour to I'eguii to teach iftcrawhile, that d this led him to pil» were taught w pronouncing ^rrect Reading i, » wliBt is convev, P'^'.by the voice, Italic chBracieri' •'im. Hia voice in the book or »o Ibis gome de. !rcftiic8Ml.jecf. . seems to ronvey . wspecling tj,e ! •• «t appears to ime;> 'this jg ngf wfjrn tJie "ff PxclusivcJy 'nviys, by Uie «ne effugion of ? to others. A 'ce of another, oom, without y «ver be.for a '"* ; and this, critical alien' •ide ig Uie dit c tlie subject rnhle rule for ting effect of •'|e from the •Unff hig own '"''f'^, and to ihe «ame. To spell S word corrVnv T'"\- °' P'-nunciaiion oC acquainted with it. We must know h/^i/''^*""*'^".'"*' ''^ •""«« be well Identical letters which comJoL it? The"So*i-ur''"'^«'i»"'»"'J «he must know how it looks: and this the eve win ««ki ""'•'""<''«•" J *« has been well iaid by an AmericM writer m h *"*^'? "« »« do, fo'r, .. be said to remember " »««/.»«,?-.**'» ."'* «y« •■ "nch rasea im« ways a word shmild'he s^eHed ! h ?s a ^L^'t *," ^"'"•" *« *hit^f?^o the eye will enable us to decWe whirlf^- /-."'^ '? "^VJ^ •'"^n both, and that write or even read mu^h are^n aLf, S**"^'=*- "«"<=«' »«<>. Peraon. eyes are so well acquainted wftli thi ?„™ ' *''*""' ■Pellers; for Vlw"" tbatthey can at once'^d^etr fhriSoSV^Tc'S M^^ L^^ tionsi t.x IN NATIONAL MODEL SCHOOLS. 19 ' occur, or arc >>'•, who should mjwtent, write lodeisprcibrar till ho has £rf itUiet ofarlhc g books. Let ehead cfeach lesson is orer, word or sen- foe Ihe lan- of such com- bo both, and 'o, persona ; for thef- the worda^ or uuiitica cd to give, in their own language, their own ideas of every unusual j and important word which occurs in their beadinq-iessons ; the I teacher, of cbursc, correcting them when wrong, and explaining to i thcro, when necessary, the proper meaning of the term in question j or I referring them far this inftf matim to their dictionaries, which should always be at hand for their legitimate use. In confirmation of the recommendations here made, we sul]join the opinions of the Edgeworths and of other eminent cducatianists on the subject of BPELLrNO and spelling-books. Spelling comes next to reading. New trials for the temper ; new perils for the understanding ; poeitive rules and arbitrary excep- tions ; endless examples and contradictions ; till at length, out cf all patience with the stupid docility of his pupil, the tutor perceires the absolute necessity of making him get by heart with a'l convenient speed every ward in the language. The formidable columns rise in dread succession. Months and years are devoted to the undertaking ; but after going through a whole spelling-book, perhaps a whole dictionary, till wc come triumphantly to spell ZeugmOy we have forgotten how to spell Mhot, and we must begin again with Jbasemmt. Merely tlie learning to spell so many unconnected words, without any assistance from reason or analogy, is nothing compared with the difficulty of learning the explanation cf them by rote, and the still greater difficulty of understanding the meaning cf the explanation. When a cliild has got by rote— «' Midnight, the rfe/-M of night s" , . ^ . . , ** M'taphysics, the scitnce which treats orimmatcrial beiogs, and of forms in general abstracted from matter ;" has he acquired any very distinct ideas cither of midnight or of metaphysics 1 If a boy had eaten rice pudding till he fancied him- self tolerably well acquainted with rice, would he find his knowledge much improved by learning from his spelling-bock the words " Rice, a foreign esculent grain 1" yet we are surprised to discover, that men have so few accurate ideas, and that so many learned disputes originate in a confused or impro- per uae of word. "AH this is very true," says a candid schoolmaster; • we see the evil, but we cannot new-model the language, or write a perfect phil- 06(»hical dictionary } and in the mean time we are bound to teach chikiren to spell, which we do with the less reluctance, because, though we allow that it is an arduous task, wc have found from experience that it can be accomplirfied, and that the understandings of many of our pupils survive all the perils to which you think them exposed dunng the operation." 20 METHOD OP TEACHING disgust children with literature bir tK„Y '\ T-ltT '''«>"'d we ear J J ZcuuT'^ 11^°"''"' »« «hildrert than nceTtK'"«*° '!*"'• Zl to give them five or six words every Irt^i ^ ''V " ""^ be "°r«'on>J'ofd» their memory: and we shoufd n^ J'f " .^^ heart, but which they know the meaning and whinl?^ ^ '^"^ "'<^<=t word, of reading or conversation. The dDhabSr,? if f "r '"°»* '"''cquently in book contain, many wh/ch Z noMi'l^i'^'^'-'^' '" «»Pel^ pp.1 forgets these as fast as he iLna hem w'"'?' "»«• «nd t£ - ^'•ta.nmg to children, to ask U,cm U) SD.n'„n ^l ^"^"^ '""""^ ^^ eo- has been accidentally spoken. '^PutihLl V '^""^ '^nt^nce as U a child how he would sjell those word! Jf h*"* °" ^"^^ ^''ble." A»k themdpwn,andyouintriduceintohT8m?n/K T* obliged to write to spel before d can make histouSt,^^^^^^^^ a good way to make children wrKmrn r^*^ '" """'""g- It i« •election every day, andcorrPrMK . •" " '^^ ^ords of thlir own b^n reading,^ -b^' "ttToTdVt^^erf^isr? ''1^ •""^•- ">' ^ ''a"" aay ask them to spell some ofthewnrZ Ik' uV" "»«»«• memory, we these means, and by rnl^i„» Ti?fl''^''''=h they have just seeJ-b^ words which are „.'it Tq„;,2\v^^^ '" 'bo daTtho^ pretty well stocked withouTushSj^^^^^^^^^ vocabulary Jill?: *«erve, that child^sn learn to spl" mor. iTiH"""^ ^''"- ^^e should "Od that the more they read Md wr h^^K ^' ^*'^*y« "»«" by the ear l^ememoer the combin Juon of Tette,".^'^;^^^ tbey ivill'b: J oally before thei. eyes, or which thetfr^l if ^"'*' "»«' ''ave conUn- otters When young people beg ;%>^'^l"«^,^»«"y ^ represent to of spe hng, and it is then li^at thev ™.ni .^""''..they first feel the un Preeision. Then the greates care sTou 5T I'C"'"^ ">«•» ^'''e %"„'? ^iting, and to make^them correct everv 1 h'" ^ '^^ °^^'- ^'^ made a mistake ; because bad Sabui Sllfn J*** '" ""^''^ ^hey have •carcely be cured : the understendS^h'^ ?^°"'^« contracted, can badness J and when the SSory^^^^^ ^o ^W tS J^g nght and the habit of sJellSg wron^^f tf " "*' '""'«» "^^P^"- to the pupil to write even a common wf' '^''^^O'^es a misfortune «J.exed to bad spelling exc^te^Tr. peol.I^^alfrf''"'^ ^'^'^h'Ts w*/ are able to understand th^* it:. F^oP'e s attention, as soon n« anxiety to the remarks that n™ nloj if?' ^°' children isten with - «^11y.»he„ th"l«.«^o rr '',J°\'S~''S7 "■-••prints Some time ago, a ladv, who «^. r£«^ '^ '**'" ■" cnfeised. s"^trmj?KSf'--""-^^^^^^ ^^ to spell ; and wha a Kace S n'^L' ' •? ''"'* ^e did not know who heard the anecdm.. I^m-I f • '"^?"'*'""*« «» f" said * w -- made a scnous impression upon Wm fa IN NATIONAL MODEL SCHOOLS. 21 jpcraUonj but why »y should wo early llicull^ of their flr/t learning to spcl] k «> be : it may be earn by heart, but irstselcct wcrdaof noat frequently in ordsinaspelling- 01 use, and tho nave found it en- ort sentence as i| that table." Ask obliged to write tliathemustJearn in writing, ity, ords of their own »o after thsy have neir memory, wo ave just seen 5 by in the day thos* abuiary will be tears. We should than by the ear, y they will be to ley have contin- r to represent to iMt feel the use most ease and I look over their vhich they have contracted, can > do with the B rules of spell- 9 a misfortune ame which is on, as soon as ■k of ignorance •en listen with Iheir presence, are criticised, er, met with a 8t at a public "How very opie laughed did not know f" said a boy upon him ; a few months afterwards, he wascmploycd by his father in an occupation which was extremely agreoiMc to iiim, but in which he continually felt the necessity of spelling correctly. He was employed to send messages by a telegraph ; these messages he was obliged to write down hastily in little journals kept for tlie purpose ; and as tlicse were seen by several people when tlic business of the day came to be review* cd, tiio boy had a considcrublc motive fur ortiiogrophical cxactners. He became extremely desirous to teach himself, and consequently Ilia flueccss was from that moment certain. As to the rest, wo refer to Lady Carlisle's comprehensive maxim, ** Spell well if you can." The fdlowing is Crom " W.oJ's Account of the Edinburgh Sessional School :'• In the Sessional Sch3ol, the children are now taught to spell from their ordinary reading lessons, employing for this purpose both the short and the long words as they occur. Under the former practice in the school, of selecting merely what are longer and apparently more difficult words, wc very frequently found the pupils unable to spell the shorter and more common ones, which we still find by no tpcans uncommon in those who come to us from some other schools. By making the pupil, too, spell the lesson, just as he would write it, he is less liable to fall in future life into the common error of substituting the word their for there, and others of a similar kind. In fbrmcr times, the practice prevailed of telling a long story about every word wiiich was spell - thus, in spelling the word exemplifica- tion, for instance, even a child in the higher classes used to say, '•'c z, ex ; e m, em, exem ', p I i, pie, exemplc ; / i, fe, exemplefe; c a, ca, exemplefeca ; tion, shun, cxemplefecashun ; six syllables, and accented on the penult syllable." This, obviously, as a general practice, was a great waste of time, and is, we believe, almost uni- versally exploded. In our own school, the pupil, in spelling, merely names the letters, making a marked pause at the end of each sylla- lie. If the child, too, be required to pronounce the word eorrectly, there can be no necessity i(i every case for the technicnHsm, (if we may so s; eak), of naming the accented syllable, more than for speci- fying the' particular sound cf each vowel in the word. The f jHowing extract is from " Thayer's Lecture on Spelling and Definitions," (delivered before the American Institute cf Instruc- tion) :• I have said nothing of the practice, cnce so common, ci* assigning lessons ia spelling and defining from the columns of a dictionary, sweeping through tlie whole, frcm the letter A. to the last word under Z,-r-if the pupil contir.ued long enough at schocl to accomplish It, — for I cannot suppcse it to l.ave ccme down to this day. If it had, * Publislied by Knighl in the Schoolmaster. sa METHOD 0» TEACHIXO with «rhich, the "commitUn', , mnnT » i ^.^ « «.''°o'-«o'np'»'^«l To sa? that it woulH h« M* -ui ' "*'"<=«<:•»'> and inBlructire. obriou. to eve?y one And eren^f Lv'" iVt"^ """' »^ P<'^''«'=% would be of little uti ifv . for I^ ,h„ ^^"^ '=°"''^.be remembered, theV n.«.t depend enUrd^on \hr.?l^^ia^ion"ff th?^''"^." 'i '' '^'^"^^'^ k^icographer; anJKa "of?he Z'il ^l-^^y /""-"i-hed by tS 5Kdiclioiaryl.without the exercise iT.Lh^ exclusirely on n^iUon of .vhat^Ter words hemayX^i^.h. d'»creUon--for the de- will not unfrequently fall into S «liL f "^l^'f" °f ^' "jdiM, . „ "*^ *° "e them thumbing over their ««nellin«.«^ in«anmg8'» in the evpnino.. „♦ k ^ . 'Peiuugs and t, ', 1" ^:"^'""« ^''*'"> ^'«»«=N 0' any forei^jn lan.ua« ..T. C, : ;""^t' ?' P«'»°"»^''ohave learned a"ny of 'th^.; ^.5- es ..d any d^L .My i„ ^^ting or ^/«ny the worL le of the most lool— compared lately of all the nd instructirc the definitions 1st be pcrfectlj lembered, they of A definition be explained if half a ucord eys no definite mind, hough it must imsclf obliged nished by the Jxclusirely on 1 — for the de- ' his s'udlef, 1 mistakes, the former to propriat£ and gainst the old. en, day after ndj to them, lis in remote "in the old >e practice ia le parents of pelUngs and ▼e heard on rdity of Ihp 5r<: dh'ldrcn ai. ':j;,'euliy •&7 io9 ,,S^_ '■ effectually e hare Mid It ever har- iiing of the UavA : nnA 17 of these ds. IN NAtrONAI. 3IObBL SCHOOLS. 23 WRITING. iJf teaching to writi:, mart than ordinary attention U paid lo 6.- ginner,. An hour'5 ii,.trucUon to a pupil when firat beginning k, wn^, is wo, U. a week's after he ha. contracted a carele.sVrrpr^ per h. U i-mar. ,, .g hi. pencil or pen. To teach U euiy, but to nnt^aru » ^,^u^ i, „f g,„„^, application J but to JA„.it^ t«rUcuIarly apphcable. Before the children, therefore, are -u.rL .cd them how they .hould be held 5 the proper movement of the hand^ •ad the most improved position of the body. When the children are thoroughly instructed in these prcliminario. they commence with the elements of writing, and in elntm. The elementary forms of written characters are AU the children in this class write the same element, letter, or «OT. They commence at the same moment, and are expected to flmsh abc^t tue same time ; and as soon as one line is wrUten, an «aimnaUon takes place. The pupil, are directed to corner, and out the defects in their imitation of U. The m«ter then .any of 0.0 other pupils, to state what is defective in this, or tha fetter; '^d the answer wUl probably be, that it is either Uoo long,* gMto find that you know how the letter should be sha^d, and Prqp^^cmed; by campanns what you write with the co;,y befo,* TOO and endeavourmg to make every line, and every letter, bkttz^ L ^J**^''"f "fi- «;»«» yo" wiH soon become good writers. And let Z^IZ1^"".^ not endeavour to make every line, and eve,^ ^Ue^tter than the preceding one, you are not learning to u,rZ InA^T. ^ ^^^^ ^ "''"''^^ P'P^' "'''^ •"^^•" Always keep in C^T -^ ''^'"''^' "°' <*^-"Tv,that is required in«ri<^" CaiTles. wntlng w not merely a wa^u. of time and paper j it« lay^^ the fo«ndaUon of a bad method of w^Htin,. whi.h. leZjll^f nwiU be impoMible to remedy.' ' '--■-«— -^, a* METHOD 01" TEACHING It is evident that children so initialed, and so inttructed, by the master in their first attempts at writing, will, as the old copy says, "• By diligence and cite, soon leWti to Write fair.'* Writing in classes has many advantages. It produces among the children an emulation, or rather a desire of excelling ; and it enables the master to teach ten c fifteen pupils almost as easily as one. It is also a more social way of teaching. Commencing e&ch line at the same moAient, and at the word of command, tends to produce that uniformity and order, so pleasing, and so necessary in large schools. ARRANGEMENTS FOR WRITING. Each cbss occupies a desk, and over each a monitor fs appointed, whose business is to assist the writing-master. A minute cr two be- fore tlie time appointed for writing, the monitor places the pens on the desks, one before the place of each writer, and their copy-bcoks on tho end of the desk. Each pupil, in passing up the desk, takes his book, and holding it before hbn, remains standing until all the writers have taken their stations. The command is then given by the writing-lnasler — -IPrfiht; Take up pens ! Attention !* Begm! When the writing-tesson is over, the master, or superintending miiinitor, having sounded his bell, calls, Writers! Hands down ! Clean pens ! Monitors, collect pens ! Show copies I If tlic lesson is on slates, the commands are — Show slates! Slates, in ! Recover slates ! Arms across ! Clean slates ! Turn out ! IV» this way, as nearly as practicable, children are taught writing, from the demltntarf foniia, to bttsiness, and ornamental hands. They arc also regularly instructed in fen-maKino, and mendin-O. • Namely, to receive preticu* instruction or sdmonitioa ftoia the writing-master. !N NATIONAL MODEL SCHOOLS. 25 iructedf by the 3ld copy says, fair." :uces among the ; and it enables iily as one. It each line at the Jn produce that 1 large schools. S. rfs appointed, nute cr twobe- the pens on the copy-books on he desk, takes g until all the in given by the uperintending ins I ;ht WRITING, I hand*. iImendinc. ioa frohi the Accuracy in executing the/orwis and proportions of the letters, is first to be attained } facility, and rapidity, will be acquired by practice. ENGLISH GRAMMAR. As a regular treatise on Grammar has been published by the Board for the use of their schools, a few observations on this subject will suffice. " Though grammar be usually amongst the first things taught, it is always one of the last things understood," has been ob- served by an eminent authority j* and the truth of this observation is obvious to every one. Almost all the children at every school in the country arc said to be learning grammar ; and yet how few, even of thoae who have gone regularly through all the defini'ions, rules, and exceptions, can be said to have any real or practicivl knowledge of the subject. This arises not so much from the difficulty of grammar, as from the injudicious methods generally employed in teaching it. Long before a grammar is put into the hands of the pupils in our schools, they are made practically acquainted with the principal parts of speech ; pafticnlarly noiins, terbs, adjectives, and adverbs. In fact, in teaching grammar, also,J we begin with general views and leading principles. We teH them that all the words in the lan- guage are reducefd to nine distinct classes ; and that to know these nine classes, is to l)ecome acquinted with more than fifty thousand words.J We then gradually introduce them to the several classes ; and first, to the noun or substantive, which we inform them is the naine of any person, place, or thing. We then add in explanation, that the word noun means a name, and the substantive, any thing that has substance or existence. Hence, every word which expresses existerifce, either real or supposed, is said to be a noun or substantive. Thus the words man, horse, book, are said to be nouns or substantives, because they are the names of things which exist • and the terms viittie, vice, beauty, are also said to be nouns or sub- stantives, because they are the names of things which are supposed * J. Home Tooke, in the " Diversions of Parley." ♦ J!io^k% vjpM as in Gr^.graphy. I Todd's Johnson's Dictionary contains 57,888 words ; and Webster's 26 METHOD OP TEACHING ioe^is : that «, we think of them, .nd speak of them, a» if they actually exvsted The following examplea will aerve to make this intelhgible Thewordain ilalu: are noun., because they are the names of things existing in nature) and the words in smaii, CAPITALS are also nouns, because they are the names of things ex^stvns tn the understanding ; that is, we have an idea or noUon of thorn; and we speak of them, and reason about them wiU, as much certainty as if they actually existed before our eyes: nay we attribute actions to them as if they were persons or agents :- The fcing' exalted him : virtue exalted him. The Icing degraded him : vice degraded him. The y«n/ acquitted him: his conscience acquitted him The>dj. condemned him: his conscience condemned him. for my. father's sake hear me ! for pity's sake bear roe ' John is cold : ice is cold : chabity is cold. The farmer stores his barn with grain: the sckolar stores his mind with KNOWIEDGE. * PROPEEHoun, are the names which are pro;,.r or fl;,;„opnWed ^mdmdual persons, places, mountains, seas, and rirer;; T. jZ mhn,il.eMps, the MU^Uic, the Shannon. Common noui^^^' so called because they are the co,««oh or general names of indiv^ dualsorUungaofthesamespeciesorsort. Thus the name mTis common to, or may be applied to every man j but Jokr. is thHl PEE or peculiar name of an individual. I„ the same way Z ri7hlZ '"""^ " '""'^' "^"" ' '"' ^«^"»' ''^ ^^f--' tic, tiie iihannon, ure proper or peculiar. Having given the pupils an idea of the noun or substantive we call upon them to name all the objects which they see in the ^om] as cAmr, table, book, desk, &c. &c. All these words, they'll readily understand, are to be classed as nouns or suLtZ^. the o^cts of their senses, thoy have an idea of, or can thin^abS- ^s, goodness, happiness, sweetness, kc. They are also frequent^ called upon to point out all the nouns or substantives in any senten J or passage assigned to them, and to sta.e what kind cf noun each o^ :? '"Z^^'-ri' '•« ^. '-^ - - «**'-^> a common cr a .t:^ ^ou„. ,„i, „u„,,„g ,1^^,^ „^^^^ ^^ particular parts of speech is'an animating and always a favourite exercise wi.i; children. IN NATIONAL MODEL SCHOOLS. 27 lem, aa if they ve to make this e Uiey are the «Is in SMALL ^mes of things idea or notion them witli as eyes ; nay, we enta : — i him. amned him. me! fer stores hia approptiaied ra f as John, )N oouno are M of indivi- ame mctn is »« the PRo- e way city, , the ^tla/i" tantive, we ihe room ; a, they will tbsianiives. (hough not ink about ; frequently y sentence un each of a proper «ch, is an Having made the pu[rils perfectly acquainted with the nature of the noun, they are introduced to the adjectivk, which we inform thcnv is a word added to, or put along with a noun to express some quality or distinguishing circumstance respecting it 5 as, a good man, a fine day. Nouns (tf the same species or sort differ from each other in sereral respects ; and hence the necessity for additional words to express such differences. Such words are called adjectives, be- cause they are added to, or put along with nouns. For example, one man may differ from the generality of men by being iaU or short ; old or young ; rich or poor ; kamed or ignorant ; good or bad, &c. Again, one day may diffe}- from another day by being wet or dry ; cold or warm ; pleasant or unpleasant, &c. Tlie similarity o^egg to egg is proverbial, and yet eggs even of the same bird may differ from each other in sine, shape, colour, &c. Hence, when we wish to describe an egg accurately, or to distinguish itfrwn another, wc are obliged to employ adjectives : as small or large ; long or round; fresh or stale, &c. When the nature of the adjedine has been fully explained to the pupils, tiiey are exercised in enumerating the distingiiishing quali- ties or properties in the objects around them ; ns their size, shape, colour, &c. They may be led to discover that « the chair" which they pointed out before as a " noun,'» may be large or small ; « the table" s^atcrc or round; "the desk" old or pew; and so on with the other objects in the school-room. Other objects, whose qualities are obvious and striking, should next be brought under their notice. For example, let tlic teacher hold up an apple, and ask them to state what kind of an appU it it ? and the answer will probably be that it is either a large or a small apple ; a suieet or a sowr, or a ripe or an unripe one. He should also vary Uie exercise by wriUng upon his BLACK BOARD the name of an obvious quality, such as smet, round, black, whUe, Stc.. and call upon the pupils to tell him any thing that is " sweet," or « round,-' or « black," or " white," and they will vie with each other in enumerating the objects in wliich these qualiUes are found. They will moat probably call out— « sugar is sweet j" « honey is sweet j" " apples are sweet j" " cakes are sweet," &c. « A ball is round }" " a marble Is round ;" " an orange is round }" " a globe is round," &c. .•■-*. ., fe^. 28 METHOD OP TEACHIjfG Their notice is nlxt direl J^ ^'^J Xh'r'''^'" word whichi„,plie« action, or the d^T^'cL . L ' ""' "''' " " " fhere V i Lni" ^l!'" "''"''" * ?'"« '" ^"e mere ?» an island m the watery waste »th»t ,•« .--land exrsH or occupi-ks a space iu the ocean^ * " ^rv^tr ^oS-iir fn^r-atf ^^^^^^^^^^^^^ n.HsIwe " b'^!^""'"" •"■" '^* »«l>^1ontneJerl,>' TO B£ ,-, „„fc - "issttojt. But even so, we prefer tlie dniini. ;.;„..>" P^rftaps mad- .f"«f,"«"«"y ?ive", beiause'itl^pi ies^™ "" here "-econimended to ' ounl of the verb is also easily unSonHnf K "'"i'^-^"- The /ogiJa/ ac- >" uuert,;,^ something about^a ""i^or „„^?^ essence*consiBU .=< the thing or «'Wabout whid weTDe«r'«?.\ J''?^ they say" whieh expresses what we think or Assert «i * ^^■'^ »he VERB is the wor ''"'"'« 'nflnitive it- be^aione the genuine verb.'' S'^«""na"ans, of great authority, held to Prop*trty U^s^aUt^ngT^Cd from' everv n?h'*^ affirmation, and by this t icre could be no communicaKf sent me„'l"'„nHr^'=''-. ^''''°"' '' h the ancient fframmarians the c^w „,"/i^ "' L *"'^ ''«"ce it was called COBBETT, after stating that the mnd*'?:^''' ^-^ ^''^ of eminence." Whole of the verbs into any s lort anHr. r?i/"i''" '"• "!"""«' '« >>""« 'he are then a .ort of words, the use of wh hi to e\^j;'P''°",' "y"' " Verbs morejMnU, and the ,v/a/eor manner T/A^w «r n P'^''** "'«' ac^on,, the 'imteoDiiniiimrtte," '"anner i^/ being of all creatures.whtlher ani- IN NATIONAL MODEL SCHOOLS. 29 lack/' &c. ivhite." 7 are Jold ia a ' as, to speak, jffer" are too cessary to in- ) be" 01 « to nitioD, for the ■ on the func- ' signifies to term is ex- But even io I " Hercula- place in the " that is, an her lead the >nkand hats, . This will o dislinguis/> rftaps iflad- nmended to , and parti- e logical ac- nce consists N, they say, 18 the word ni est quod untence the ATE. )cech :— E) to do, or E,"Butir t only the iflnitive it- ty, held to nd by this IViihout it was called linence." bring the I, " Verba tiont, the -iher ani- In the same way many other verbs which do not appear to express action, a« to sit, to stgmd, to lie, to skep, &Cv may be brought under the general definition ; for all these words signify to do something. The following questions and answers make this evident : What is he doing 7 He is silting. What do you do? I stand. What are they doing ? They are sleeping. Before proceeding further, great care is taken to show the pupils that the same word may, just as it is used, be a noun, or an adjec- tive, or a verb, or in short any part of speech. If a word is used to denote a thing, it is a noun ; if to express quality, it is an adjective ; and if it implies action, or to do something, it is a verb. For in- stance, in the, sentence '^ After a storm comes accUm,^* the word "calm" is a noun or substantive ; in "a calm day" it is an adjec- tive ; and in *♦ to calm the sea," or our passions, it is a verb. In the same way the words damp, wet, water, salt, cross, and hundreds of others which will occur to the reader, may be used as nouns, ad- jectives, or verbs. Even words which are naturally nouns, as the head, the eye, the hand, the finger, &c., may be used as adjeciipes, or verbs ; a? the hepd master, to head an army ; an eye glass, to eye a person j a hand basket, to hand a seat j a finger ring, io finger any thing. In a similar way they are made practically acquainted with tlie other parts of speech. Number,* Gender,* Case,* Person,* ai 1 Tense or Timb* are also familiarly explained to them long before • In explaining NUMRER as >>««, o»«»or« than one, the teacher will have BO diiSeulty, (hat i«, M'li« takes the natural and proper course. In fact, every cliild that knows any thinij, knows the diflerence between thesinf^larand tlie plural number. Il'a child has been promised »i0r« Man one apple, he will not be satisfltd at receiving only one ; he will expect apf.les instead of an a/,/,/e. The teacher, therefore, has onlv to draw the attention ofhis pupils to lUe dinTercnce between the form of the singular and the plural word— between Ihu vioids apple and ap/>iet for instance, and they will at once see that it consists in the addition of the letter t. To fix this fact in their minds, la him call upon them to give the singular nnd the plural of the ohj cts around them ; as, cAair, chairs i tahle, tables : book, 6ookt ; slalf, tlotts, 6ic. Havinj; learned the GENERAL RULE for forming the plurals of nouns, they will soon discovcsr the exceptions to it. In fact, as they are words in common use, th.-y are practically acquainted with most of them. He will be a very young pupil, indeed, who will say louft of bread instead of loatrt i or foot! i\>r feet ; or »4*e/i* for nh^trp, &c. The teacher, therefore, lias only to name the exceptions, in the singular number, and his ( upils will, in general, give their plurals correctly, even though they may nevei C 2 30 METHOD OP TEACHING they enter upon the regular grammar lesaons. I„ f,ct, the majority and not a few of them, .t may be safely asserted, have a more prac- tacal kno.vlodge of grammatical principles than many pupils nt ichools of a higher class, who have committed to memory all the de- finitions, rules, and exceptions of the most approved grammars. In wor.U ending in ", for fimunce aVi^r^?!"^'"'' ^/"" }'." S''""*' '"'•". and, except in casus of PERSOMFICATlom .htl^ „ • «>« St-A ; but o?r NOim^ «,^k'1'*'"^>*"^^*=''*^'' •"■•* exemplified i as A »«,«^, fne- but our NOUNS or subBtanUves have.strictly speaking, no ewes cicent the 7^owe«,ee It ,g the onJy.caae of a substantive wTi kh is formed »f J .«7fer/wn : anditis, consequently, the on.'v one in whi^h a nii8takeT»n h'! made The pupiU, therefore should be made S famTar wi,h th- SeTpolTl^pffr"""" '"'"' """"^' -«> the'';?ope;%T,'ioVof .linf^n?j!l'i;iTT'''i*'*^"^' '"''*'"''" '" common parlance, is very pui- ?«t *a^.«l r*?'rt'° jr^T '• ^ "^1^' '"^y «'« t'^''^' implies ao<.Lan^ not a wwo;j; and yet verbs are said to have three neraona th« flnTi ft" ?f wiV?"A""'''*- }' >*'" ^« ^««y '"^ "»e teacher toesE to' them thai If.? '" '.•^f^.Pnee to us «owj>ia ,' .^^ . . " . ^'"^ PAST. The Eng ish verb, therefore, has but ^n?i.vr%7*"'' "^'y should not children have the'benen of'thrssim, sur grajnniarB have really nu loundauon in the English language. Why FN NATIONAL MODEL SCHOOLS. 31; , the majority 1^ ill this way ; ! a more prac- iny pupils et ory all the de- *ammars. y will of thtni. 'e general rulp. I nut, except in •rn\ rule wprn boxt would lni plural of wurda > »A, OT rktq/l : igre Tollowa th« riONofSEX; ng or applica> 'ter, titter } 60 y, I be taught re. w words. 8 for Cnglisl) y are satisfled active. In ttu* la 1, Miuf, me ; cases except 1 is formed bv nistake can be ilidr with the >er position of I is very pua- lies action and ons, the flmt, n to them that ) have person, f person, then 16 nominativa i to be in th« tminative is a the third per- ion of I and ronouns, HE, third person, has been sac. dels exhibited nore immedi. hangps in the oods, tenses, o tenses only, (bre, has but t of this sim, nany paves of guage; "Why LINEAR DRAWING. " Without drawins, there can be no writing," was a saying cf Pestalozzi's ; and though it is evidently more than * unpen fort,'' it is to a great extent true. Writing is, in fact, a species of linear drawing } and its acquisition is evidently facilitated by previous exercises in ttraight and curved lines, circles, and ovals. Linear drawing too,, besides imparting a facility and freedom of hand, so conducive to good writing, is calculated to give children such a precision and accuracy of eye, as willenable them to conceive clearly, and describe properly, the form and proportions of any object that may come under their observation. " A common peasant," as Mr. Wyse has observed, " will often have occasion to recollect a parti- cular construction, cither of a house, instrument, the appearance cf then puzzle nn(\ perplex children with names and forms for mere nonenti- U«s1 It will be quite time enough for then) to learn thoM moods, and lenses, and vuicjts, when they come to learn the languages in which tlu'y really exist. Even in our simplest grammars there are no less than six different tenses enumerated, though nature and common sense point out only three distinciiiuis of time, namely, the prejen', the ^#/, or completed 5 or futuie, or yet to be done, it is evident every verb must either be in thu PRESENT, BAST, or FUTURE TENSE. In fact, every child has u clear and correct idea of the great natural divisions of time, till he begins to lenrn the tenses in his grammar. Even persons familiAr with the ttvtt Latin tenaes uie puzzled when they take up a grammar of the present da v.' 1 he PRKSENT TENSE we And split up into «^— The Present Definite, Pie»ent liidehiiite, I'rchent Perfi'i", Present Perfect Pro)i;re»sive, Present Fuluie, Piexent Future Progre>Hive, Present Fiituie Peilect, and the Pie. sent Kinphatio," The Past TKNSK we And Kubdivided into— "Pant Definit^ Vt^t Inde- fli)ite,'^erfectDefifMte, Perfect Indefln te. Past Emphatic, Piior-past Definite, itnd Prior-pant Indefliiite." And the FUTURE TKNSK into— " The Futnre Definite, Future Indefi. nite, Prior.future Definite, and Prior-future Indefinite. In tiie name of common ^ellCe, how are children to learn andre(»oUect the»e nnirerou* andnice, andjin many case?, uselesn diotinctions 1 Are weio have rnlem for every variety of expiession, and peruliaritv of idiom 1 If the wtileisiif Bcl.ool grammars cannot simplify and nUridge the woik M-hich Uiey have taken in handf, 8urel> they ought not to tender it moie difficult tlian It really If. The three iinual modiHcations of past time, namely, the Imperfect, the Perfecf . .ind Pluperfect tenses, it if, perhaps uiit^ful to teach. Though they have really no foundation in the EngUnh language, yet they were early iinpoited into it from the Latin, in which there are dictinrt forms tit expiers them. But what shall we say of the oliiers which have been foisted into our grammars without authority, and without necessity Y This much we shall say, that it is the duty of tcaohers and parents to di»- (*ountenance them, and aii useless and prdantic innovations. 32 METHOD OP TSACHING a plant, &,c. The artisan, the mechanic, absolutely require it. A atroke of a pencil is often worth, in accuracy, to say nothing of the economy of time and labour, a thousand written words." Linear drawing too, is not only useful, but necessary, in sereral other branches of education, as in Constructive Gfeography, Geome- try, Mensuration, and Land Surveying. But enough has been said toshow the utility of this branch of education J let us now give an outline of our method of teaching it. The simultaneous method is employed in teaching linear drawing. The master draws with chalk on a large black board, conspicuously placed, the lines or figures wjiich constitute the lesson, and the pupils in large divisions, after receiving the necessary instructions, draw them on their slates, com- mencing simultaneously, as in the writing classes. The first lessons are right lines, angles, rectangular figures ; curved lines, circles, and ovals ; then copies of the cube, ptism, cy- linder, cone, sphei-e ; and finally, the combinations of these figures, as in boxes, tables, chairs; mechanical and agricultural instruments machines, buildings, &c. SINGING. In Uie popular National Schools in France and Germany, Singing is regularly and universally taught. In the Manual published for the use of the Primary teachers it. France, it is recommended as an.im- portart branch of popular education J and, in connection both wilJi the Government and Society* Schools, there are special teachers, and even inspectors, of music. And, in Germany, as Mr. Wyse eloquently informs us, in his valuable work on Education s V Every pupils sings ; every master plays on that most difficult and magnificent of all in8truments,|the organ. In fact, travel where you may, the resulta of this education every where meet you • in the mountain, in the plain— in the chapel, in the cathedral— you every where hear the music of the human voice ; and wherever you hear it, it is impossible not lo bow down before it, not to feel yourself profoundly and solemnly moved. Well may Haydn have asserted that the finest things lie ever lieard in music, did not approach to the cflTect prcductd by tlic uniting of the voicca of the London charity • <« T. a Boei^'d pour I'lnRtnietjnn E!e«»entaij6." IN NATIONAL MODEL SCHOOLS. 33 equire it. A nothing of the ry, In sereral phy, Geome- las been said low give an xs method is ra with chalk !s or figuru ifisions, after slates, com- for figures ; f, piism, cy- lesc figures, mtruments, , Singing is shed for the i as an.tin- I both with 1 teachers, Mr. Wyse wt difScuIt ivel where you J — in dral — ^you srcvcr you ^I yourself e asserted ach to the en charity children, at the annivorsary meeting in St. Paul's Cathedral." And why, he continues, " are these voices not heard in every church and chapel in the land 1 why is singing not taught in our schools { A better preservative of pure morals— a more delightful addition to their innocent amusements— a more cheerful stimulant , ?"■ ?^«ro'sc8, whether of labour, study, or religion— can scarcely be devised. Nor would its effects be confined to the school- room or to childhood ; it would soon penetrate the paternal dwell- ing ; in anotiier generation it would be natural to the land." Though Singing is not especially nor systematically taught in our National Moilel Schools, it is far from being neglected.* Portions ofUie « Sacred Poetry," published by the Board, are sung by the children every day at the opening and closing of their respective schools J and, occasionally,— particularly in marching to and from the play-ground— moral and animating verses. On these occasions the children are led by a small choir of pupils and monitors, who are parUcuIarly disUnguished for the excellence of their voices, and na- tural taste for music. REWARDS AND PUNISHMENTS. A GENEROt;s, and well-regulated emuUtion is permitted anu en- couraged in the schools. The children take places in their several classes according to the superiority of their answering ; and when a pupil surpasses all his class-fellows, he is promoted in the face of the schooli to a higher class ; and is presented at the same Ume with a mer it-ticket, or with ? me mark of the master's approbation. Merit- tickets are also given to the pupils for jmnctuality in attendance, personal cleanliness, attention to their lessons, and general good con- duct. A certain number of such merit-ticket^ entitles the holder to a National school-bock, or copy-bock, gratis- The proceeds of the school/or the week preceding the Christmas and midsummer vacations, are distributed among the pupils according to the number of merit-tickets held by each. The money merit-tickets arc given only to those boys who act as unpaid monitors. The names of all the pupils who distinguish themselves by such marks of their teacher's approbation, are entered in the « Register of Honor," which will always remain in the school, and be open on visiting days for the inspection of their parents, and the public who visit the gehool. been introduced iiiio the MoJel fclools with great succeK^. 84 METHOD OF TEACHINO PUNISHMENTS. No species of punishment is ever resorted to, till all other means have failed j such aa admonition, remonstrance, rejf.oof, Ist Puninhment — Confinement in the school-room during a portion, or the whole of the play-tirae. During th,^ periods of coiifijicment, there sljould always be a master, ptipil-teacher, or monitor, present, to prevent the boys undergoing the punishment, from speaking or communicating with each other. Nor should they be permitted even to leave the seuts assigned totlicm. 2nd Punishment — If confinmcnt in the school-room during the period of play, fails of the desired effect, the offender is to be condemn- ed to idleness, while his class-fellows are at their lessons. In such cases, the offender is to stand in a corner of the room, with his face to the wall. If these punishments are found insufficient to reclaim the pupil, the head master sends for his parents : and if they neglect to attend, or are found unwilling or unable to produce a reform in the boy, he is brought before the Professors, who, if there is no hope of his amend- ment, will rr^commend the Board to expel him from il'h school. NOISE. The master, and pupil-teachers, are required to do everything in their power to prevent all disorderly and unnecessary noise. In fact, less NOISE, AND AN INCREASED ATTENTION TO CLEANLINESS, are sUll desiderata in our s'-hools ; and the teachers are strictly charged to do everything in their power to prevent the one, and promote the other. It should be recollected, however, that much of the nobe com- plained of, is the noise ct business, and not oC disorder ; and that it is quite impossible, without considerable noise, and even some appear- ance of confusion, to make 400 children go through their lessons on the same floor, at the same time. In fact, with the mutual or tnoni- torial method of teaching, noise is inseparably connected ; and the larger the schocl, the greater, of course, must be the evil. .To lessen it as much as possible, the teachers are recommended to instruct, and accustom the monitors to address their classes in a low but strong and distinct tone of voice. It is only the children forming T means have ing a portion, confinement, itor, present, speaking or rmitted even I during the be condemn- ns. In such ivith his face n the pupil, ct to attend, lie boy, he is r his amend- schooK hing in their n fact, LESS .iNEss, are :tly chai^d ►remote the B noise com- and that it )roc appear* r lessons on lal or tnoni' d; and the -To lessen to instruct, a low but ?n forming IN NATIONAL MODEL SCHOOLS. d5 their chaws that require to hear them. They should never, there- fore, pitch their voice beyond their own circles, which arc seldom more than five or six Ceet in diameter. When a monitor speaks so as to be heard by the ad,ioining classes, he h not only noisy himself, but the cause cf noise in the others ; for he obliges Ihcui to raise their voices Wgher than would, otherwise, be necessary. In a word, NOISE BEOETS NOISE. If one fiionitor be permitted to speak loud ween addressing his class, all the others must necessarily raise their voices in proportion. THE LOWER OR SUPPLEMENTARY SCHOOLS. The preceding regulations and observations apply generally, to the two lower schools also. One of them, the larger, is intended as a model of a mixed or modified monitorial school for 130 pupils; and as in the upper or principal school, the children are either preparing or rei)eating their lessons to monitors, in classes — or receiving, iji large divisions, in the gallery annexed, simultaneous instruction from the liiastcr. SIMULTANEOUS SCHOOL. The remaining school, which consists of about 70 pupils, is intend- ed to exhibit a model for the generality of country schools, it it conducted without monitorgj, the only teachers being one master and a pupil teacher. The method of teaching is consequently timul' taneoua, or in lu-ge division. The SIMULTANEOUS method of instruction differs from the moni- torial principally in this, that in the former, the pupils are taught directly by the master himself, and not by the intervention of moni- tors. This is considered the great advantage of the simultaneous method. If the schod be large, however, or rather if it cannot be divided into a few classes, the master will be obliged to intrust to some of his more advanced pupils the instruction of certain divi- sions; or, in other words, he will be under the necessity of applying the monitorial system to a certain extent. To put into the same division pupils of the same proficiency, and »v lining ti»v i\. Ci a lisYf serve tOt Iho Icascn lX uiuhj^ is ihc basis of the simultaneous method of instruction. 36 METHOD OF TEACHING If all the children attending a »chool were engaged In learning the •ame branches, and if they were all equal, or nearly equal, in profi- ciency and abilities, xhe whole school, according to this system, would form one class, and receive instruction at the same time. But as this is never the case, the schools under this system are usually divided into three great classes or dlvisions—lst, 2nd, and 3rd. The Vrench Law, in the third regulation on Primary Sohoolsj expressly jnacts that '' Every elementary school shall be divided into three groat division*, according to the proficiency of the pupils, and tlie •ulyects to be taught." In practice, however, it is often found con- venient, and sometimes necessary, to separate these classes into sec- tions or divisions, aci ording as the branches to be taught are appli- cable to the whole class, or only to a portion of it. In some cases two classes may be instructed timtUtantoualy, and not unfrequcntly, the entire school. Tbe teacher, therefore, who wishes to introduce the simuluneoua method into his school, should, in the first place, divide it into three great classes, according to the proficiency of the pupils, and the sub- jects to be Uught ; and, having assigned to each class its specific duties, he should so arrange that the instruction of each should follow in regular and systematic order. Thede classes he will sometimes unite, and sometimes separate, just aa the subjects to be taught arc applicable to two, or three> classes, or only to a division or part of a class. If the school be small, and the classes few, he >iAll be able to instruct the entire school himself. If the achod be large, and the classes numerous, he will be obliged to avail himself of the assis- tance of some of his more advanced pupils. In short, this system combines the advantages rfthe individual and the monitorial methods of inatruction ; for it so arranges, that the children are either under the direct teaching cf the master, or preparing lessons for him, super- intended and assisted by the more advanced pupih. DEPARTURE FROM SCHOOL. To maintain order in departing from school, the pUpils are arranged in group* or divisions, according to ihe quarter or district of the city in which they reside. IN NATIONAL MODEL SCHOOLS* | 37 1 learning the [ual, in profi- this system, le time. But n are usually .nd3rd. Tiie [)l8> expressly ;d into tliree pils, and ttie in found con> iscs into sec- ht are appli- some cases, mfrequently, limultaneous it into three and the sub- its specific hould follow 1 sometimes I taught are or part of a be able to -ge, and the f the assis- Ihis system iol methods ;ithcr under him, Buper- re arranged of the city The teveral groups, or divisions, under the superintendence of cer- tain pupils called conductors, are expected to proceed homewards without noise, or di$order of any kind. They are neither to run, nor loiter, but to walk quietly two by two, separating only as Ihey arrire at their different places of abode. REGULATIONS REGARDING THE APPOINTMENT, CONDUCT, &c., OF TEACHERS. Extract fn>m the Ninth Report of Commisaioner* of Nftlional Education, Irelftnd. 1. The appointment of Teachers rests with the Local Patrons and Committees of Schools. But the Commissioners are to be satisfied of the fitness of each, both as to character and general qualification. He should be a person of Christian sentiment, of calm temper, and discretion ', be chould be imbued with a spirit of peace, of obedience to the law, and of loyalty to his Sovereign ; he should not only pos- sess the art of communiealing knowledge, but be capable of moulding the mind of youth, and of giving to the power which education con- fers a useful direction. These are the qualities for which Patrons of Schools, when making choice of Teachers, should anxiously look. They arc those which the Commissioners are anxious to find, to en- courage, and to reward. 2. The Commissioners have provided a Normal Establishment irt Marlborough-street, Dublin, for training Teachers and educating persons who are intended to undertake the charge of schools ; and Ihey do not sanction the appointment of a Teacher to any School, unless he shall have been previously trained at the Normal Establish- ment ; or shall have been pronounced duly qualified by the Super- intendent of the District in which the School is situated. 3. Teachers selected by the Commissioners for admission to the Normal Establishment, must produce a certificate of good character from the ofiiciating clergyman of the communion to which they be- long ; they must also take the oath, or make a solemn declaration of allegiance, before a Magistrate, and in the presence of the Commis- sioners; and they pass through an examination in the books publish- ed by the Commissioners. They are to be boarded and lodged at An establishment provided by the Board, for the purpose, at Glasnevin. B 38 METHOD OF TEACHING in the immediate neighbourhood of Dublin, to >vhicl» an AgrieuUuwl department « attached. They are to receive religiou, LtrS IT 7' ""^ °" '""'^'^^^ '"^y "« reri «„ v ->--j • •• "*•"*-" *""e aeemed IN NATIONAL MODBL SCHOOLS, 39 inereate of Salary to which they niay becme entitUd,/roin ih* am- tnencement of ffte tecond year. ». NaUontl Teacher, are eligible to be re-classed at the termina- tion of one year, from the date of any previous classifieaUon. They are also liable to b« depretted a Class, if they have conducted them- Mhea improperly, or if Uieir Schools have declined, either as regards attendant, or in any other respect. 10. The Commissioner* require that a furUier income be secured to the Teacher, either by Local Subscription or School-fees, to such amount in each case as they may direct; and the Commissioners also require that liia payments made by the Children shall not be diminished, in consequence of any increase of Salary ^hieh may be awarded to the Teacher. 11. In Schools consisting of Male and Female Children, occupy- ing the same room, under the care of one Male Teacher, the Com- missioners grant a Salary not exceeding £6 per annum to a Teacher of Needlework, provided the average daily attendance of CUldren !» aufficienUy large to warrant Uie Commissioners in ao doing. 12. In Schools attended by Female Children only, under the care ofa Female Teacher, such Teacher must be competent to conduct the Needlework, as well as the Literary Department. 13. The Commissioners also grant Salaries to Assistant Literary Teachers, not more than £8 per annum each, in all Schools where, in Uieir opinion, the daily average attendance is so large as to render additional Teachers necessary. 14. Salaries are granted by the Commissioners to the Teachers individuaUy. No new Teacher, therefore, is to receive a Salary from tiiem unless they have first approved of him j Uie amount is r^ulated by the class in which he may be placed. The Lectures for Teachers in Training commence in the first weeks of February and August in each year, and occupy fnjm Four to Five Months each Course. Montrbal: Printed by Armour & Ramsay. THP NATIONAL SCHOOL BOOKS, The Subscribers having, in the course of last year, obtained permission from the National Board of Education, to reprint their publications, for the use of schools in Canada, are now enabled to announce that the following are ready and for sale : — General Lesson, to be hung up in Schools, price 2d. The First Book of Lessons, price 2d. The Second Bode of Lessons, price 9d. The Third Bock of Lessons, price Is 6d. The Fourth Book of Lessons, price Is lOd. The First Book of Arithmetic, price lOd. Key to ditto, price lOdv An English Grammar, price 9d. Key to ditto, price 4d. A Treatise on Book-keeping, price la 2d. Key to ditto, price Is 2d. Elements of Geometry, price lOd. A Treatise on Mensuration, is 8d. Appendix to the Mensuration, for the use fo Teachers. Is 2d. An Introduction to Geography and History, by Professor Sullivan, price lOd. The Books are all printed on substantial paper, in a clear type, and are strongly bound in linen for use in the School Room. They are employed in the tuition of nearly half a million of children in Ireland, and many ci the principal Seminaries in Great Bri- tain now use them exclusively. In Canada the Series of National School Books has met with the approbation of His Excellency the Governor Gener- al, of the Bishops of the Roman Catholic Church, of different Clergymen of the Church of England, of the Synod of the Church of Scotland, of Clergymen in connection with the Methodist, Congregational and Baptist Churches, of many Teachers, and of the two Superintendanta of Education for Canada, East and West. ARMOUR & RAMSAY, Montreal. it.* . If^TTVTTTf ♦ > > ♦ 4 f> fTTTTT7> >-+ yT-'f'rT'rt^