Part 15 (1/2)

[32] Note U.

[33] Note V.

[34] Note W.

[35] Note A a.

[36] See pages 215, 216.

[37] See Pages 297, &c.

CHAP III.

_On the Easiest Methods of Introducing these Principles, for the first time, into Schools already established._

That the educational principles attempted to be developed in the preceding pages, shall ultimately pervade the great fields of Elementary learning, admits we think of but little doubt; and yet the diminutive word ”When?” in relation to this change, forms a question, which it would be extremely difficult to answer. Every improvement of the kind hitherto has been gradual; and experience shews, that the admission of the most important principles in Science, has been often r.e.t.a.r.ded, rather than forwarded, by undue precipitation on the part of their friends. It is with this historical fact in view that the following hints are now offered, in order to render any sudden change unnecessary, and to enable teachers gradually to feel their way to greater success by _new_ methods, without making any material change for some time on the _old_. We speak advisedly when we say, that two half hours daily, if regularly and honestly employed in working out these principles in a school, will do more real good in forwarding the education of the pupils attending it, than all the rest of the day put together. This portion of time, divided between the two parts of the day, would not materially interfere with the usual routine of any seminary, which might still be proceeded with as before, till the teacher saw his way more clearly in enlarging the exercises, and extending the time.

_Younger Cla.s.ses._--With respect to the young children who are as yet incapable of understanding by reading, we would advise that they be repeatedly exercised by a monitor in sections of four or five, during not more than ten or fifteen minutes at a time, by means of the ”Scripture Groupings for children.” The Key to that little book will enable any monitor, or even scholar, who can read, efficiently to perform this duty. The design here is chiefly mental exercise; but with that mental exercise, the most important and valuable information may be communicated. The monitor is to announce a sentence, and then to catechise on it, taking care to avoid all ”Catechetical Wanderings,”[39]

and confining himself strictly to the sentence announced, from which the child in that case will always be able to bring his answer.

When a section has been mastered, the children may be encouraged to tell the story in their own way, the monitor taking care that the child is not reiterating the _words_, instead of the _ideas_. A few of the moral circ.u.mstances may also be presented to their minds, and the lessons drawn and applied according to their capacity.

_Second Cla.s.ses._--Where the children are capable of reading, they may get a section of the ”Groupings,” or of any of the ”First Steps,” to read at home. On this they ought to be catechised in school, before reading it there, to see whether it has been previously read and understood or not. This preparation ought to be strictly enforced. They may then read it by sentences in turn, be catechised upon it, have the moral circ.u.mstances separated, and the lessons drawn and applied. One section should in general be _thoroughly known and mastered_, before pa.s.sing to another; and all the previous sections should be frequently and extensively revised, chiefly by the application of their several lessons.

_Higher Cla.s.ses._--The whole school, with the exception perhaps of the very young cla.s.ses, may be taken together, and catechised on some section of one of the Steps, or on a pa.s.sage of Scripture previously prescribed. This they ought each to read and understand _at home_, and be prepared to paraphrase it, to separate the moral circ.u.mstances, and to draw the corresponding lessons.[40] This will in a short time be easy for them; and to ensure the preparation, the name of each pupil ought to be kept on a separate card, and these being shuffled, the teacher, after asking the question at the whole, may take the upmost card, and require that child to answer it. All must in that case be prepared, as none can know but he may be the person who shall be called on publicly to answer.

The application of the lessons will be found the most useful, and to the children the most interesting part of this exercise. In this the teacher supposes a circ.u.mstance, or situation, corresponding to the lesson drawn, in which the pupils may be placed; and he requires them to say how they ought to act in such a case. When they give their _opinion_, they must then give their _authority_; that is, they must refer to the lesson, and through the lesson, to the Scripture truth from which it was drawn.

_Natural Philosophy._--In teaching the principles of _Natural Philosophy_, a select cla.s.s may be formed, more circ.u.mscribed as to number, and from among the more advanced scholars. To these, a section, or part of section, of the ”First Step to Natural Philosophy,” is to be given to prepare at home,--to understand, and to be ready to draw and apply the lessons,--in a manner similar to that prescribed above, and as ill.u.s.trated in the Key to that work.

_Writing._--In teaching the art of _Writing_, upon the preceding principles, the chief object is to train the pupils easily and readily to _write down their own thoughts_. To accomplish this, a certain portion of their time may be occupied as follows. The teacher reads a sentence, or a paragraph, or, what will perhaps be better, a short story, or anecdote, and requires the whole of them to write it down in their _books_ for after examination. These of course are to be examined and corrected, with any necessary remarks by the teacher or a.s.sistant.--In this exercise, there is no necessity for circ.u.mscribing the pupils as to time,--it being required that they write accurately, grammatically, and neatly, whether in large or small text. To all those who are first finished, some other exercise ought to be provided that they may in that manner usefully occupy the time that may remain of their hour.

_Arithmetic._--The introduction of the Arithmetic Rod, and its Key, into a school, will be productive of many advantages.[41] The line of figures upon the A side of the Rod, being painted on a board in sight of the whole school, and which is never required to be altered, the teacher has only to announce a sum to be added to each of the figures; the first pupil that is done, deposits his slate on a table, stool, or form, and goes to his place; the next places his slate above his, and the others in the same way as they finish. The answer in the Key will shew their accuracy, and the order in which their slates lie points out their respective merits. Another very important object is gained by this exercise; for the teacher, by recording the time taken by any one of the pupils in adding a particular sum to the line, can measure by the watch the rate of his improvement every month, every week, or even every day.

The parents of any child, by means of the Rod and its Key, can also do this at home with perfect exactness.

These hints for the regulation of teachers are thrown out with great deference, as they have not been sufficiently tested by actual experiments. Teachers, however, will be able, each for himself, according to the circ.u.mstances of his school, and the capacities of his children, to adopt such parts as he finds most effective; and so to modify others, that the end shall perhaps be more efficiently gained, than by strictly adhering to any one of them.--Education in all its parts is yet in its infancy; and these crude hints can only be expected to help it forward to maturity.

FOOTNOTES:

[38] See Key to Second Initiatory Catechism, pages xxi. & xxii.

[39] See Complete Directory for Sunday School Teachers, vol. i. p. 278.