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Tous les autres exemplaires originaux sont film6s en commenpant par la premidre page qui comporte une empreinte d'impression ou d'illustration et en terminant par la dernidre page qui comporte une telle empreinte. Un des symboies suivants apparaftra sur la dernidre image de cheque microfiche, seion Ie cas: Ie symbols — ► signifie "A SUIVRE ", ie svmbole 9 signifie "FIN". Les cartes, olanches, tableaux, etc., peuvent dtre film^s d des taux de reduction diffdrents. Lorsque ie document est trop grand pour dtre reproduit en un seul cliche, ii est filmd d partir de Tangle sup6rieur gauche, de gauche d droite, et de haut en bas, en prenant ie nombre d'images n6cessaire. Les diagrammes suivants illustrent la m6thode. 1 2 3 1 2 3 4 5 6 i jniwu i LU i ii i Jiuu i . i j... i Ji i . i iA ij ii j i n i l u ii M i M ii ui i.i l yuy ' ViV V '♦'■■'. ' %'". 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W /7/7f ^*5 I is p m 1 i •5" ;•; ♦,;■>. ^ •/"■'A ''■C♦^■ ■ ■■■'♦f ■■■ ■•'■»*) -■ !♦/■ i*i .♦/■■■>♦. 1 ■:■;•;■:' ■*':« ■:-;•;■- •J ; •;♦; ■:■;•; : m m ♦;■:■;•, ■:<♦;-; ■:■(•;■" '♦;■:■>■ The EDITH and LORNE PIERCE COLLECTION of CANADI ANA 1 Sluectis University at Kingston S } ■/ t &>- t ^ i^ ' ^ r~ t f f^U /-L (^ y ^ i^ f - v^ y ) /^ t <■ «- -^ t^ftr-f' ' ^ A FEW GENERAL HINTS ON Tilt: J^ /J -^/r^/ /'/^/^''**^'-^'''*'^''^*' SCIENCE AND PRACTICE ^ , *■-.,./ i^' OIF TE^o^iinsra- /^/ •< / / BY LAMJ3ERT M. MORRIN (SARSFIELU SCHOOL) ASSOCIATE IN SCIENCE AND ARTS SOUTH KENSINGTON (LOND.) PRICE 25 ctw D. & J. SADLIER & Co. MONTREAL & TORONTO AliL HICIITS IlKSEKVEli. oft nob. con villi the ded DEDICATION To The Ho)ioyablc Boucher dc La B rue re, President of the Council of Public Instruction, by reason of his noble endeavor to raise the standard of education, and correlatively that of the teacher s position, in the pro- vince oj Quebec, the folloiuino unpretending essay on the " Science ana Practice " of teaching is respectfully dedicated by THE AUTHOR. I' as V IfcCl 3lo"i the tni liiiii pa.i; itse pub of e the fess the imf Con teac led gra fort is tl INTRODUCTION r>o;«;c<^ K.\|)i'rience loaches that ■' Itrovity is the soul of " a prelaco as Well as i»r •• wit." Tin- followini^ cnulite and most ])ractit'al Itctuiv on tho " SciiMK-e antl Practice oi' Teachinii'." is open to only one criticism — it is unfortunately too brief. Professor Morrin has herein done liimself unqualifieil ci-edit while doinn' the IcachiuL,^ pi'ofessi()n a lastini;- scr"ice. JIo has placed all true educationalists in this I'rovinco under a real oMigation to him. 1 havi' no desire to enter into tho det.'iils set forth in these pages ; to do so would necessitate us many pages as the lecture itself covers. But I certaiul}- wish to call tho attention of tho public, and particularly of those who are interested in matters of education, to the soundness of the principles enunciated and the a[)i)licability— in practice — of the rules laid down. Pro- fessor Morrin actually lifts the veil and gives us a glimpse of the picture ; it would require a whole series of lectures to unfold the complete panorama that this short essay announces. Considering the irame.ise benetits tluit must accrue to all teachers from a careful perusal of this short — too short — lecture tho only conclusion possible is that it would mark a grand epoch in our educational system, were tiie princi})lessot forth heroin developeil fully and by some one as competent as is the author of this gem. 1 injMt tlml the iMihliciition, in j)ttin|>lilt'i form, of Profo.sMor Morrill's Ifctiiro will Lc tlic ki'y-iM.le, itn-l tlitit boforc lon^'Oi/c touchers mid tho <,'('iun-al piiMic iimy Imvc thos|)loiuli(i udvuuliigo of roadiiiM; jiml siudying tlio whole systom omhodied unci merely unnotiiiced in this skeleton. Xeedless (o luld any move. A lieruHiil of those jm^'tw will ^U- more to eMtid)lish the Professor's roputiition uh ii very superior educationalist than ull the i)hrase*^ that eould fall from the pen of his well-wisher. .1. K. FORx\y, Kditor '• True Witness." Montreal. 25th Marcii. ISOG. f|V J, oS DEi'AUTMENT OK PUBLIC INSTliUCTION. Qiiol)ec, Fob. 2lHt, 18%. Mu. L. M. i\fouRiN, jMvntreal, Que. IhurSir, I iiuve tlm iioiioi- to ;i(knowlo(liei»arUneut and Su]ierintendent Brindle with reference to tlie claini of Ltunbert M. Morrin and 1 quite sluire your views that this teacher deserves the grant on the ground of merit. I have written strongly to Sir Wni. Hart Dyke urging this view oi'the case and 1 hoi)e he will see his way to award the grant. Very faithfully yours, (Lord) Claud J. Hamilton. E. R. Russell. Esq. Now Sir E. R. Russell. Ddily Post, Liverjiool. 10 3 DELAIIAY STKECT. London. S. W. May 28th, 1889. Dear Mr. Morrin. I am siiicerelv norrv to hear that you have loft St. (reorgc^'s School. Liveri)ool. whore yo\i were usefully and honourably em))loye(i. I feel much pleasure in testilyinu' to the excellent resuUs and superior order and discipline which characterized St. (loorgc's while 3^ou wei'c i)riticipal. 1 congratulate you on having ohtained the Science and Art bonus in technical education. The ].roriciency of your hoys at the late examination under the Department, is. I think without j)recedont. Kach and every one of the 275 l)oys ]>resented for examination obtained '• KxccUent " — Eefer to me at any time. In haste. Yours very faithfull}'. Mr. L. .M. .Mokiun, IIenrv KodERs, ^Q_ ^S:e. Her Majestijs Inspeitor. The following extract is taken from the Freeman's Journal, Dublin, bearing date 30th Oct.. 1880. ■■ For the ])rizc of C5 otlereil by us for the best essay on Primary Kducation and the Eeiiuiroments of the National Teachers of Ireland we have received an astonishing number of entries. The merits of each of these are very great and the (•onrurreiice of ojiinion on the suliji'ct of the essay very retna.rkable. So conspicuous is the ability disjtlayed in the writing of many that the selection has liccn rendered a matter of extreme nicely. Alter mature delibei-ation we have awarded the palm to the contribution of Mr, L. M. .Moi-rin, Principal, >ronastcry National Schools, Clendalkin Co.. Dublin. — Pre E.MAN." 11 The late Mr. Edmund Dyer Gray was the then Proprietor of the Freeman's Journal and a prominent member of the Irish Parliamentary Party. On the oecasion of his visit to Ireland in 1877 as i;'uest of Lord PowersL-ourt and Viscount Monek, the Right lion. W. K. (Jladstone visited St. Kevin's School. Co. Wicklow of which Mr. Moi-rin was the then principal. .Mr. Morrin examined a class of hoys in presence of Mr. (ihidstone and afterwards pre- sented the IWii-ht Hon. Gentleman with a Cbad Mllle Failthe in the shajte of an tiddress of welcome to the Irish shores written in four ditferent languages. Mr. (iladstone seemed pleased with the address and forwarded the following courteous aclcnowledgoment : •• Sir, " I thank you sincerely for an expression of your sentiments far too favourable to myself, but not less forcible and spirited than it is kind. I remain, Sir, Your obedient and faithful, W. E. Gl.\dstone." P. S.— 3[r. Morrin still holds the autograph in his possession. CENTRAL MX) DEL SCHOOLS. Dublin, 8th September, 1S74. ^Ir. L. M. ^[ori'iii was trained hei-c during the years 1S6-4-5. As well as I can remember he was exceedingly attentive and anxious in his studies, and a ver}' good teacher. 1 am quite convinced that Mr. ^Morrin will give satisfaction wherevei- he is appointed teacher, P. W. Joyce, LL.D. 12 COLLEdK STlvMAlilE. Montreal, U miii 1892. Jo sonssigm', \n'6M des t'tudo.s du collogo 8te-Mavic, cortitio que M. Lambert iMorrin, pendant les irois anuees qu'il a ensei- gn^ la cla.sse anglaise au collrge Stc-. Marie, a eonqnis I'estime de tons, eieves et [irolessenrs, par la elarte et, la m^tliode do SOS logons, ])ar son drvouemeiit aux enfants eontit^'S a ses soins, par la doueeur do ses nuiiiieres et I'ek'vation de son oanictere. (Sign(5). E. M. CARiifi, S. .1, 'f JACQUES-CAirrrKE XOR.MAL SCHOOLS. The Annual Conference of the Catholic teacliers of Montreal wan held iu the Taequos-Cartier N'orinal Schools on Thursday and Friday HOtli and 31st January last. Among those present were the Honorable Boucher de La Bruy(^re. Superintendent of Public Instruction, Province of Quebec ; Hon.vl(:'(UV)n Ouimet, ex-superintendent ; U. E. Archanibault, Director-General of schools ; Eov. Principal Verreau, J.-C. Xormal Schools ; Professor Casgrain, President ; Professor Brisobois, Secretary ; Inspector Lippins ; Principals Lacroix, Demers, Dore, Anderson, O'Donaghue, Primeau ; Professors Peynolds, Leitch, Ahern, Meloche, Courtney, MacCullen, Ollyau, xMalone, Curval, Thibault, Bdlisle, L. Dore. Ducharnie, Burke, Latremouille, &c.,&c., &c. The following is the paper on the " Science and practice " of teaching read by Mr. Morrin. 4« 14 Mr. President, Hon. Mr. S(ij>crintendeni and Gtuitlenwn. When vour Committee on Or-janization invited me to read u ])uper "before this distinguished l.ody of [.raetieal educa- ti(^nist8, I felt that it would he both an honor and a pK'asure to coiui)lv with the request. On more mature consideration, however," 1 tound that I luid neither tlie time nor the materials at my disposal to j.repare sueh a ])aper even to my own satis- faction. I earnestly trust, therefore, thot your Committee ^vith characteristic consideration will accept this expression of my unfeigned regret that some one. having more time on hand and more competent than 1 ;im, has not been selected from the galaxy of intellect which 1 now see before me. Finding myself thus placed, so to speak, between the Scylla of blank refusal and the Charyl)dis of certain criticism, an unen- viable position you will admit, 1 regret to say that in a moment of weakness, I fell an easy victim to the flattering representations oi my friends and unwittingly- chose the latter. Having regard, gentlemen, to the manifold, irksome, and onerou^s duUes of teacher, as well as the many ])erplexities incidental to life, whether of our own making or of somebody else's, I would fain hope that you will be as forbearing and generous as you arc thoughtful and critical ; on my part I shall promise to be as brief and practical as possible and shall not weary you with worn-out fads or goody-goody platitudes on a subject which is as old as the hills, f would also l)eg to remind you that this paper has no pretension to be a panacea for all the ills which the " science and practice" of teaching is heir to ; my province, as I understand it, is to open the discus- sion and give my nostrum for Nvhat it is worth. And before entering on the subject proper of this paper, perhaps I may be allowa^d, comparative stranger that I am, to felicitate your Association on the deep and abiding interest, as manifested by your numbers and enthusiasm to-day, which the educators in M 15 this ancient and historic city ol' Montival. evince in the eanse t)f education. This is as it should he We live in an ai^e of progress and reform and it is hut nifct and becomini,^ that the desc'einhints of tlie earhest j)ioneers of civilization and explorers of this vast continent should assuine their natural educational statns\n this old jirovincci of (Quebec, (jentlenien, without I'urther preliice, I ben- to introduce iny sultject, •' The science and practice of teachitii;-." Scienci; has iteen well and ha|)pily detined as '• organized knowledge." Practice (>r Art may he called the handmaid of Science. It is llie aiiplication of the principles of Science. S])eaUing broadly, teaching may be said to imply four distinct c(jnsiderations (1) the teacher him- self (2) the being to hv taught. (;{) the subject-matter of instruction and (4) the methods of teaching, or modes of [iro- cedure. With your permission we shall discu.ss the second consideration tirst. viz. the beini>; to be tauirht. By being I mean the hunuui l)eing, or man. Alan is com- posed of a bod}^ and spirit. Jiy s]»irit 1 mean the mind, the ego, self, subject, thinking princi])le, or that ••inscrutable entity" called the soul, and though slight ditlerences attacli to some of them we sliall follow the common usage and employ them as practically equivalent. We see, therefore, that the educa- tion of man comprehends the physical development of the faculties of the body, and the mental development of the faculties of the soul. A knowledge of the laws which "•ovei-n the physical development is called physiology, or physical education. A knowledge of the laws which govern the menial development is called p^^ychology, or mental education. Physical education: — The ol)ject of physical education is to train the powers of the body for the attainment of health, strength, skill, and beauty. Of these, the most important is health. It is not in the pow(U' to travel great distances, carry great burdens, lift great weights, or overcome great natural obstructions; it is th;it condition of the body and that amount of vital capacity which will enable man to pursue his own calling in life with the greatest amount of comfort to himself i mid iisciuluess 1.. liis fcll(.\v-m:ni. Tlu' iniinl and l)0(ly net and re-act uimmi each <»llier. While the iiitellect is in training the body must not i>e neglected. Knierson ohsorvou, '-ihat the first re(iuisite and lundainental principle in the science of education is to he a good animal." We all know that u soui\d mind and a soiuid hody generally go together, "mens sarin in corpore sano." Cicero (jnce said, •' that exercise alone supi)orts the s])irits and keeps the nund in vigor." Oliver Wendel Holmes once remarked, ■• tliat if we are (o attain to the ideal mental and physical development, tlio training of a child should begin a hundred years before it is born ; that anything is better than the while blooded deterioration to which we all tend." Addison once wrote, "that physic, for the most part, is nothing else but a substitute for exercise and temi»erance." We need not go back to the ancient (ireoks who considered that exorcise and bathing were indisi)ensable, and that their residences were incomplete without the tjijmasterton undsphai- resterion ; nor need we refer to those ancient institutions, the Ithymian. Olympic, Nema-an. and Pythian games. We have a plethora of examples in modern times. Sir Walter Scott attributed his unusually robust liealth to regular exorcise Burns in his youth was an athlete of no mean prowess. Byron, in sjnte of his physical deformity, excelled in feats of strength, and prided himself as much u])on having swam the Hellespont as upon having written Childo Harold. JJickens considered himself at a great intellectuiil disadvantage if compelled to forego his daily ten mile walk at four mi'es an hour and in all sorts of weather. Humboldt prepared himself for his explorations by systematic physical exercise. And wo need not be reminded that the Jvight Hon. W. E. (iladstono, not oidy keo])s his private gymnasium, but never loses an oppor- tunity of availing himself of his favourite open air exercise, that of bowing down trees with an axe, and which ho can wield with admirable dexterity. Time and again attempts have been made to combine physical and mental training in our elementary schools, but failure generally ensues because 17 of tlio (litt'croneo of opinion jih to what should constituto physi- cal fraiiiini^'. and tho eonscqiu'iit spasmodic, hup-hazard, and niakc-sliift schemes which arc introduced. An eminent Amer- ican writer observes on this point: '• Tlie truth is, physical ti-aininij^ is not and has not been taken seriously by the writers and talkers on education, or by those who train, appoint and govern the teaching clasy. The cause of physical training has sutlbred much at the hands of its friends, since it belongs to a class of questions that have a strong attraction for doctrinaires and dabblers. The contingent of doctrinaires and dabblers is an increasing one and is largely recruited from the impatient, restless, pessimistic folk, who are agreed only in being dis- contented with what is, and in striving to find a short cut to the milUenniuni. It is not thcreiore a difficult matter to stir up a local and transient interest in physical education, and to iv.augurato short-lived and ineffectual experiments in the tield of school and college instruction. But to make physical training an integral factor in the education of youth, wo must base our discussions and ellbrts on a clear understanding of tlu^ modern doctrine of the liumau body. Physical training will remain a thing of shreds imd patches unless the ])romoters and governors of our educational institutions shall set them- selves, first of all, to learn and to apply the plain teachings of science and experience, with regard to the nature, scope and legitimate results of physical training." Somebody has some- where remarked that. " if strong be the frames of the mothers, the sons shall make laws for the people." Not only are the muscles l)enetitted by exorcise because thoy are brought into action, but by their action they increase the ra])idity of the onward flow of blood to the heart ; the heart itself beats more vigorously, a larger quantity of blood is sent through the lun^s more oxygen is absorbed, a greater quantity of heat is engen- dered, and the skin and other organs of secretion are brought into action to get rid of the 8ui)erfiuou8 heat and the prouucts of combustion. Thus the heart, lungs, skin, and other organs of tho body are brought into more active play by muscular 18 jictivit}', tho bniln and ruTVouH >ysU'in luv invii^onitcd, tho (llyosiioii is iiMprovcd. iiiid llu- whole iiuichiiu'iy hysical exercise re- convniended foi- t'Uunentary schools iivosi'/ioul-driH, (•(disthe.nlcfi, and [Hjituuiiitics. I'.ver}' school sliould be furnished with facilities for practising; all three, not only duriiii;" recreatious but regularly al staled intervals. Dui'ing recreation children should also l)e encouraged to enjoy themselves as much as possible in all kinds of innocent amusements, and "where poss- ible, a -good I'un '' in the open tields, or play ground — tluil wild but n.itural kind of recess — is not only enjoyable but heathfu! in restoring tlu' nervous system. Apart from health, strength, skill and beauty which physical exercise gives to the body, it may be used as a nutans to an end to subdue the l)U03'ancy and exhuberance of cliililren's youthful spirits, antl cause them, so to speak, to eil'ervesce beibre entering the class-room. AV^herever children do not receive suillcient physical exercise, order, descipline, and attention are l)oun(l to sutler in the class-room. Physical exercise is at once a source of health, amusement, and instruction to childre:i; there is nothing they love so much, an^l there is nothing to which, with a little tact and organization, they would be more willing to contribute. Mental education : a'sthetic culture : — The human soul is capable of three distinct classes of activities, viz, feeling, Imoiv- Ing, and williny. The assertions, I feel, I know, I will, express actions which are imivorsally recognised as distinct in kind. The powder of the soul to feel is called sensibility ; the jDOwer of the soul to know is called the intellect ; the power of the soul to will is call volition. The effects produced by the sensibi/it glow < itod, tho lie l)0(ly throiii^h tlu! food ;o(l, effete I lUl, tho utbcblt'd, !• (lisotiso I'ciso \\i- Lithenins, led with ci'L'atioiis fhildrcii imit'h as C'I'O poss- 11(1 — thtlL •uhlc hut II hi'alth, gives to ) subduo il .spirits, oiitoriiig" >ulllcieiit bouiKl to a source there is D which, be move n soul is >i(j, Imoiv- !, express in kind, power of he soul to isibi/it II) are crtlK-d emotions, offer t in na, and denircH. Reason or intuition is that marvellous and highest faculty of Ih.. soul which j^'Ivoh iiMdcasand (h<»iii--hts nol furnished by the senses, norciluhoruted by the untanyA\ or otl.icul eulturo onibrae.M iho tniini..- of our moral nuluro. 'Phc .uorul nature inc-UuloH 1 ho ftdivity of (he H.tir. s,Mritual bein-, the .s6.si7,.V/f/.'^, thr /n/W/<.'/, and Uk" ,rlll of man as a social being. '\'Uv will .h Ihul power by which we resolv." to .io. by uhieh man becomes the eonsei.ms author of an intentional act. The ,.ro.lu.-ts of ll,e will a.v volitions and voluntary actions. It is in ihedonuun „f ,hr ir>ll that man brconies a moral, responsible bein.ii;. Man can be n.omlly responsible for the appeal ot a motive mdy when its presence to the sou: is due to his oirntir,'. act, imd this inv..lves the free choice of its presence. A .Icsire to do a wronu- net may be cherished or harboured by a cc-curr.n^' act of the will, as is true in a wish, and this complex act or state mav be sinful, but the sin is in the concurrence of the will and not^n the mere presence ol' the desire. Children should bo tau-ht thafthey a.-e responsible for the wrong desires which Ihey have not endeavoured to suppress, control, or supplant, and especially for those which they have voluntarily cherished or harboured. It is by a concurring- act of a free-will that the soul is brought into captivity to wi-on^i-- and sinful appetites, affections, and ilcsires. It is thus that num in becoming a slave to vice loses his hiirhest birth-right, his moral freedom. Relin to the r faculties est opora- rthe sen- obedience. )bcdience ; and one's on of the jcllence of soul is the lut»'st touching of r'atholic philosophy. The throo classes of faculties however, yV;('//rt7, kmm'hxij. \\x\k\ in'/liii'/, nm not to bo considcrt'd a- parts of a complex unit, hut rathtu* as forms of Mianifostation of the (ri-uuily or trinity of faculties, or capacities o( tho s|»iritual being which wo call the soul. The relation of thcs(Hlirec sphoros of activity may be illustrated in a variety of ways, j-'or e.vample, '• I have lately road (tf naniclo.-^s outrages corji mit ted ot\ t he christians .,1 Armenia by tlu! unspoalvubloTiirk and 1 understand tjje means wlii(di should bo adopl»'d for their relief, this is an act of the intellect ; J loci u deep syn\ pat hy for thost" sullc'rinu' (Mu'istians. my heart is touched with |iity for I hem, and I have a strong desire to relieve thera, this is an act of the M'tixUnliJifs : my desire is such that I am determined to aid tlu-m in the most olfi'Ctive way I can, oifher by subscription or by going personally to their rescue, this is an act (d' the vnll. Jii'li'/ion in Hdhools : — It is easy to control a child's conduct by a\ithorilalivo restraints and to urge him forward by artificial incitemcids; but when tho restraining control is broken down, and the ti-mporary iiu-itcunent is wanting, then will ajipear the vital ne(!d of the powcsr any it tlieii' duty to (iod and man. Tlie rolig-ious motives are bound up in tbe moral law. There lias never yet been a moral code that has secured the true obedience of man that did not derive its highest and most restraining authority from ivligion, and this is Irm' in Pagan as well as in Christian lands. History fully sustains the statement that every attenipt to found moral obligation solel}' on lunnan authority has resulted in the enlee])ling ol' the will, blunting of tlie conscience, and ill the lowei'ing of the mora! liR; of the people. ILunian law has surest and i-asi(!st ascendancy over the heart and iriU, when it spcalcs not simply by the authority of the [)eo])le, but also in the juui.e of the Great Lawgiver {finiself It may l>e true that a basis of right and wrong can be Ibund h\ man's moral nature, hut the ])regnant fact remains that the authority oxov tlu' will is weak when uns\i|)ported by religious sanctions tuid inliuence. In the nuu'k'v utmosjdiei'e of sinful, and seltish ap])etites and desirv,,-. moral distinctions become obscure and confused ; viilue comes to be regarded as mere self-respect ; temperance as .noral cowardice, and theft as a secret redis- tribution of accumuhiteil wealth. The following testimony of Professor Huxley extracted from an address of his delivered before the London School-board is valuable because of its soui'ce. " ^ly l)elief is,"' s;iys Professor Huxley, " that no human lieing, and no societ}' of human beings ever did or ever will come to much unless their conduct i)e governed and guided by the love of some ethical idea." In another place he declares that •' the religious feeling is the essential basis of conduct." .Religion should never for a moment be divorced from teaching. It cannot in true teachiuij. Systems'of education, therefore, which merely allow* God, so to speak, to walk in at half-past y o'clock in the morning, or at half-past 3 o'clock in the after- noon are mere profane mockeries. Children should be taught that Ihey are always in the Living Presence of Alp '"hty Gotl ; every new success achieved, every moral drawn siiould -^' «, 24 point hc»vo„wnnls to it. Bivino Author. Tho .y.tem of aucation which obtains in .l>is Provmee , hunk o the onli.h.onoa cathoUe statesmen who S"«'-" "» ^ -^™*' ^ ,,J„nnamnal, .here the rehgious eonv.et.ons o both Jew a„,l (lentile are respected and all arc on an equal footmg m (he I'rcat question of otlucation. r;.o/„-,^, « Seien. ani an Art: 1 slntU now quote ny f,.ien,l l>r MaeCabe LL !>., Principal of ^-^ ^"'"^'^J^ Ottawa. Dr .MaeCabe ren,arks : " The question has of enUm s ariscp as to whether teaching is a soienee ..r an art. It is botn_ anus by svstematie rules at the aeeoniplishment of a p.ece f J ic an/ is-therefore an art. It seeks to rtml out ^^'^ or rational basis upon whieb those rales depcml and s the - fore a science. Teaching, therefore, is not a bbnd ron„ne bu an art whi,h has a dem,ite end in view. An art in.pl es an r^ist who works by systematic rules. The l™---";;^ of art are tounded on the theory or scence of '=dt.«tUon^- ■'» the science of education is fonn.icd on the se.enec of the hnnu^n ,„n.,l or n,vcliolo.'V. It is admitted on all sales that down Tp 2 "of ail our failures and successes lie some pwL;,hic truths-it may be of ethics, or P y«. Lvcho ot, etyniologically connected with the 27 Latin verb, edico, to lead out. The process of buildin- ir,. knowledu-e in the mind is called instruction. The proces.' ot drawin/forth, traininu-, and developing the iiieullies of the mind is called rulture. Culture is more valuable than know- ledj^^e, it ^•ives the i.ower to aciuire knowled,i."e. Knowledge is i)Ower, but culture is wisdom, and wisdom is better than power. In order to -et at a true idea of education we mu>t pr^.- ceed by analo-y. Educati.m does not create, it <.nly developcs #• faculty. It is therefor..' n..t an tirtiHcial, but a natural o-vowth. The teacher must asMst nature, not force her. He must follow nature. In order to assist nature we nuist first - inter- rogate" her to find out her secret. We .u-ain contro. over iKdure by winning her secret from her, and since '■ natui'e iK-re means human nature, it follows that we gain control ov.,,- the mind of man by the study of psychology. The child i^ like an organism, its mental like its physical growth is by assimilation, and its mental like itsphysicial nounshmeiu must be adapte.l to its stage nf development, both in respect tn quality and quantity. The teacher a.4s from with.. at u]u.n the mind of the child, but educati<.n is found in the n'sponses which the child's mind makes to the influence brought to bear ui>on it. , • ■ 1 ■ 1 We know that the seed of a plant contains w.thm it the vital nvincipal of vegetable hfe, which if i.la<-ed in the proper >n,l nurtured and cared for by the han.l of the husbandman, will burst forth into active life, and attain to its full bloom ot ideal perfection. So with num. He contains within him his s^nil. that "vital spark of heavenly name," which when duly tended. nourished, and e-lucate.l. will attain to the nearest appn-aeh to ideal perfection, that of knowing himself and knowing his (Veat.)r. Hob a plant of its vital in'inciple of vegetable lite and YOU at onee destroy both the sj,,cies and i/nius ot that particular plant. Rob man of his soul, that is, divorce rehg.on from education and spiritual desintegration and dissolution are sure to follow. Ivlueation without religion is the dianiond- settin- without the jewel. La psychologic sans dmc, is Hamlet 28 without th'3 Prince of Donmarlc. Addison in liis Lcautiful ■'^unile when comparin^inii; education to sciili)turo observed " that llie statue lies hid in the block of marble, that the scuIi)tor with mallet and chisel merely tinds it ; so in like manner nuiy the ideal Christian gentleman be discovered beneath the rough exterior of the ]»lebian." The great English writer must have had in his inine or encouragement to be held out to the talented, deserving son of the working man, who, though ho may pos.sess the genius of a Newton, a Mozart or a l^ascal, must keep toiling and moiling from year's end to year's end in the slough of despond ? In every well-regulated system of education the child of the working man should be the first care Oi a government. The rich cajutalist and millionaire, " those who toil not neither do they spin," are well able to take care of themselves. Capital gives them a great, I had almost said an unfair, advantage over their poorer brethern. The o-reat Napoleon, of whom it was laconically said, could make hi, iiivineihlo body-,«,nuinl do aiiylliiii!,' but ono with theii- biiyonots, alwiiy.s iiuprosscd his iinny wilii llic fact that uveiy private; sojdiin- in his scrvit/o cai-rii'd the bat on of Marshal in ids knapsack. Why not hold out the indiiecnient of" Frno University Sehohirshii.s " to ih.' advaiuHMl pupils in our ok'iiicnlary schools? Wo ari' now ncarini;- lln- close oftho ninotecnth century, the n'oldcu a,i;-c of the Arts and Si-icncos, the iitUh'iiiiiuiii if you will, and if W' are to keep u]. to the onward march ol' other nations we niusL he •■up and doiiii;.'' In all urhan s(diool> hoys should receive a iccliuieal traiuiui;- in linear, model and elementary persjieclive drawiui--. practical H'eonictry, tho use ot the compass and rule, drawiiii;- to sc; lo, plans and elevations, architectural skelchiu,i;-s, a knowlcd^-e of the mechanical powers, levers, pulleys, screws, wedgv, incline plane, wheel and axle, which are tiie very foundation ol all machinery. To this end a small worl largi! i\n lOn^-luiid ami Scotland Lon;otlK!i- and one-tenth lurLCor llum the whole of Fi-ance. 'I'hi; population of Ireland isul.om live inillions, the poimlation of Kn-;'land anpheres. Now with all these natural and IraiU; advant;ii;'cs the (luestion nuiv be asked, why is t!ie Province of (^ueljec tinancially poor? I'erhaps 1 may be told that these references are not ycrniane to my subject, but J respectfully submit that there is no (Ques- tion which a^itiites the public mind of to-day so much as that of political economy. >b)re than this there ean be no perfect system of education without ,i!;iviii!i; the subject of Political Economy an honorable place on its curi-iculum. I do not pretend to be alile to answ(!r that important question and shall therefore leave it to wiser beads. Methods of U'(t<-hiii'j : — We have now arrived ai the con- sideration of tlu! methods of teacliini;; or modes ot procedure. Tlie names by which the different metliods of teach' are usually known are, the liinde-'jarit'u, objci't teachiiKj, the objec- tive, (lecelopinj or (jenetic method, the method of co7iipa7'ison the aiialijtlc and smthetic methods, the inductive and deductive methods, and empiricism or the empiric met/tod. The •' kindergarten system " .• — The kindergarten, or cliildren's garden system of education, as the word implies was founded by Frcebcl about tiie beginning of the preaent century for children between tlie age of four and seven, and was dosi^'ncilhy lliat irreat and good man to prccodf olcnu'iitary instruction". Fnidjcfrt Inndainental idea was to rondcr children's obsorvintations to mental and bodily growth, and thus founded a complete j.hilosophical system of early intel- lectual culture. The alleged drawbacks to thi.s system are (1) that tbe .school-lile of most children is too short to be frittered away with ideals, (2) that the sooner young children are taught the trivium readini/, writing and arithmetic, i\\o better, and (3) the want of connection between the Jvinder- garten and eUmientary instruction. This last would seem to bo the principal, if not the fatal cause of the unpoi)ularity of the Kindergarten system. So impoilant has this subject been considered that a prize essay on the (luestion. " llow may the Kindergarten be organically connected with elementary ins- truction," was. a short time ago, called for by the educational authorities in Germany. Under the Kindergarten system it may be observed that all knowledge of the alphabet and the iiqures as well as of pictorial illustrations and counting are pros- cribed as being a positive loss to the child ! I confess my inability to comprehend what pernicious results would attend a child's understandh.g by seeing the teacher trace with chalk on a blackboard pictorial illustrations of objects with which it is already familiar, such as a horse, a cow, a dog, a cat, a house, a bov, a girl, a baby, etc., etc., and pri.it.ng m large Eoman characters the name of each object along with the illustration. If this were done in an amusing, interesting manner and repeated for a few days until all the letters of the alphabet were exhausted, it would be found that the chddren would have learnt, and almost unconsciously, not only the letters 1 ing the have so( the blac would 1 incorpo thoni in trated V here re good d rcpeatcH found t amaziiii and int( the chih ing into which o be said ( standing al)le to ( with its oranges, exerciset on the a gartners children average (3) that metic, di express While fr; dergarte well-foui there is j this case overdose • 33 (I ill! cat, a lotlor.s l»ut the pi'iiitcd words, (lio pii-torial illnstratioiis foi-rn- ing the foniio^-tioii iR'tweeii tlu-ohjec^ts wliicli tlio diildrcii may hiivo soon in tho streets or olsewlu'ro and tlu" jtrinttsd iuiiiu>> on tlio l.laeU'lmard. Tlu' in'xt sto|. \vlii(di naturally suggi-sts itself would Ijc that of tVaniinir short familiar i)hrasos and sor.'Micvs incorporating tin* names of the olijuct tlins learnt and pi-it.i.inf them in like manner on the hlackhoard in the form of an illus- trated lesson, and always in |tre.senee of the children. (I may here r(>nKirlv in passing that every toadier ought also to be a good draughtsman.) If these illustrated exercises were repeated for a week or two on the hlackhoard it would be found that children would he able to spell and read in an amazingly short period of time. It is in this simple, amusing, and interesting nuumer that the eye, ear, and intelligeiu-o of tho cliild go hand-in hand and are trained, and not bv eidor- ing into philosophical di.squisitions on the soundsof the letters which only discourage and bewilder children. The same may be said of the figures ; what harm can result to a child's under- standing by allowing it to count on its tingers as .soon as it is able to do so, or ibr the matter of that, in trying to reckon witli its elder brother or younger sister, a number of apples oranges, balls, marbles, toys, etc., or even performing amusiu"- exercises in addition, substraction. multiplication and division on the abacus or ball-frame. The advantages which Kinder- gartners claim for their system are (1) that Kindergarten children submit more readily to school disci])line, (2) that the average intelligence of the Kindergartner is greatly superior, (3) that the Kindergarten child acquires an aptitude for arith- metic, drawing, and the natural sciences, and (4) tliat it can express wluit it knows with greater preci,sion and fluency. Wliile frankly admitting the undoubted advantages of a Kin- dergarten training, I believe iiow^ever, that its unjwpularity is well-founded. I believe in this as in everything else, that there is a golden mean, and to my mind, the golden mean in this case lies between frittering away valuable time with an overdose of Kindergarten and commencing useful elementary 84 - in^struction. It will also be a.lmilted that by reason of tho all but inmiiucrablo -amoH, play-toyH, amuHomcnts, oxcursionH and sources of enjov'iuenl wbich children nowadayB can indulge in, as well aH the vastly superior intelligence of mothers to train and educate their children, the absolute necessity of Kin- der<--artcn training is very much obviated. Object teaching .--Ohieiit lessons are designed to give elementary culture and instruction by means of objects. They are intended to atVord that culture to the young mind which secures a natural development of its faculties, and also to impart to it a knowleilge of elementary facts, and the prin- ciples of phviieal science. Object lessons have been introduced into mostly all schools, and are regarded as an essential part of any sound system of primary instructiat natural, and political divisions, north, south, east, west of which it is composed, and ending with the schoo -room, is an analytic process. The synthetic method of teaching is the very ^^posite process to that of the analytic. For examp in geography, beginning with the school-room and naming the varioiis divisions of which the earth is composed north, south, e-ist west, and ending with the earth, illustrates synthetic teaching Analysis means taking to pieces. Synthesis ineans p;tting together. Both systems when Judiciously combmec^ and founded on intelligence are considered a perfect foun of teaching. Let us take a familiar example. Place two toys, saj ':^m^^i degrees of attractiveness before a chiUl to s^ect i s choice Of course the child will select in obedience to the die ate. of Its reason and the evidence of its senses. The name ot the nund-process which the child thus exercised is called companson. Let us now suppose that the child has got its choice, and on examining it, finds something mysterious, something w uch t ::! unde;tand, and the probabilities are that the child wdl break the toy into pieces in order to discover the hidden inform- ation This breaking of the toy into pieces in order to discover the hidden information illustrates not only the analytic methoi, but the genesis or innate spirit of inquiry after truth which is inherent in the soul of the child. Unfortunately tor the child however parents and teachers ignorant of the real cause and mistaking it for perversity in the caild, not infrequently punish for the exercise of this God-given faculty, thereby nipping it in the bud ! Liilucti that forr £>;enerals, to the un cular exi principle is that fc culars, fi unUnowi methods tions ma with the definitio c'xplanai i nductiv the sun- while, " bers is c tive tea but the knowle kiiowk" tituent taught must b' by indi life, a ( tive p name mothoi tion, o vation detinit them the ai enabl" ) pai'ti- own to I) parts process tied in ilj'sinji; euclid. ig ll;|«trating them by facts, the teacher who uses the inductive me hod calls the attention of the pupil to a sufficient -^^^er ot acts to enable him to find the principle or rule tor himself Mo.ttext- I 38 books follow the deductive method for the puri)Ose of concise- ness, but the simplest and most eifective method of imparting elementary instruction is by induction. Empiricism or the empiric method .•—The word empiricism is derived from a Greek root which means experience. In teaching the word has acfiuircd the signilication of individual exi)crience, charlatanism, oi- quackery, as opposed to scientiti ■ teaching. It has also been nick-named the " ru!e-of-thumb," or ^'happy-go-lucky," system because it depends solely for its success upon the doctrine of chance. The empiric teacher wdio has never received a day's training for his profession, and who has ]n-actised his methods upon, perhaps thousan\h these classes are watching every opportunity of escape from a profession where their services are neither recognised nor requited. This is a sad state of affiiirs, mistaken economy, poor statesnumship, a-^d calls loudly for redress. And in this connection there is another t'qually important question which may be asked. Why is it that of all trades and pro- fessions, that of teacher is the only one which is allowed to be practised without previous training or apprenticeship ? Who would dream of employing a tailor, shoemaker, joiner, watch- maker, architect, or doctor who had never received a day's training in his craft ? The training of teachers has always been a vexed question, and in mostly all countries. Whose fiiult is it that the teacher is not trained ? It certainly is not the teachers. The teacher is the victim of circumstances and in the general scramble for bread and butter he takes the softest snap he can find. The tault lies with the State that allows him to practise before he matri- culates. The doctor and lawyer are not allowed to practise before matriculating; why the teacher? Why do paronts 43 defniv the expenses of tlioir sons' e.luculi..u in Universities und business-colleges etc. ? Hocause the iM)sitioM of doctor, lawyer clerk etc., ai^e attractive both in point of renumeratim and l^fC. social status. I am credibly informed that the salaries of tirst- class clerks ranges from 81500 to 8->000 and 82500 ; '>f 3"; " class from SIOOO to 81500 and of third-class from 8000 to $10U(). It is unnecessary to remark that the teachers' position is not attractive either in j.oint salary or social status. More tiian this when a man becomes a teacher he is at once deprived, ipso facto, of perhaps more than half his liberty ; he is so to speak, ostracised from the body politico and i.oleimc where lus education might be a source of emolument to him ; and iiu- thermore, he is expected, in order to bceomc an edihymg teacher, to lead an abstemious, if not, an austere hte. iUere i^ an old saying that those who find fault shoul