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Qualifications.-1. Religious and Moral Principles.-As the primary object of early education is to cultivate religious principles and mornl sentiments; to awaken the tender mind to a sense of its evil dispositions and habitual failings, before it is become callous by its daily intercourse with vice; and to lead it to that Saviour who so tenderly received such little ones, and blessed them; to accustom them to trace the hand of their heavenly Father in bis works of providence and grace; and to be impressed with the truth that his eye is ever upon them; since such is the primary object, an object which if unattempted, early education is valueless; the Committee consider that, in addition to an unimpeachable and moral character, decided piety is indispensable, and that without it 110 teacher can be fitted for the work.

2. Natural Disposition and Abilities. There are certain qualifications of temper looked for in the teacher of young children. The power of sympathy is felt by all, but its effect upon children is almost incalculable; on this account an animated lively manner, tempered by self-possession, and a cheerful good humor, combined with gentle firmness, are very important. To these should be added, that natural fondness for children which leads to a participation in all their little pleasures and pains, and bears patiently with their infirmities and ill humors. It is also particu"Tarly necessary that infant school teachers should possess an aptitude to teach, the ability of drawing out and directing the powers of children, a quickness of perception to see the effect of the instruction they are giving, and a readiness in availing themselves of accidental circumstances to awaken moral sentiment, or draw out some intellectual faculty. · Acquirements. It would be desirable that a candidate should be able to read, to write a tolerable hand, to sing, should know the simple rules of arithmetic, be well acquainted with the Word of God, and possess some information in grammar, geo graphy, and natural history.

It will be seen that they think the office of teacher requires certain indispensablo natural qualifications and some attainments; and, having this opinion, the Committee would earnestly entreat those interested in the cause of early education to patronize only such persons as their judgment can fully approve, every facility for the improvement of those who devote themselves to the work being now afforded on reasonable terms.

Conditions.—1. The Committee receive candidates in the first instance on probation; and on or before the expiration of a month, their qualifications are reported on by the superintendent in communication with the master of the model school; and if the report be satisfactory, they are allowed to continue; if not, they leave the Institution.

2. All candidates who are to be recommended to schools are to remain twentyfour weeks in the house, and the Committee can not receive any who will not come in for that time. The wives of married candidates remain such time as the Committee decide in each case, if they can not remain-as it is much to be desired that they should—the whole time.

3. The charge is reduced to 78. a week, making £8 8s. for the twenty-four weeks, .which includes every expense, except washing.

4. Married men are now admitted to be trained as teachers of juvenile schools, without their wives, on the above terms, viz. 78. a week, for twenty-four weeks, finding their own lodgings.

5. Unmarried men are not trained in the Institution. · 6. Six young females, not exceeding seventeen years of age, are received as pupil teachers for one, two, or three years, according to their age, at an annual charge of £25, which includes washing and books,

7. The admission of teachers for short periods having been found very inconvenient to the arrangements of the Institution, and attended with comparatively little benefit, the Committee do not receive teachers for less than six weeks, unless they have actually the care of schools, and are, in consequence, unable to remain for that time.

8. The return of teachers to the Institution contributing grently to their improvement, the Committee agree to allow all teachers who have been regularly trained there to re-enter for one month, at a charge of £l only, or six weeks for £1 108., whicther the money is paid by the teachers or from school funds.

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H. M.

COURSE of INSTRUCTION for the TEACHERS in training at the Home and COLONIAL

INFANT and JUVENILE SCHOOL SOCIETY. I. SCRIPTURE.— The authenticity of the Bible and the evidences of Christianity; a general view of the different books of the Bible; a daily Scripture text with remarks, chiefly of a practical nature; instruction in the most important doctrines of the Bible to promote real religion, the lessons especially bearing upon the duties and trials of teachers.

II, WRITING AND SPELLING.
III. LANGUAGE.—Grammar; etymology; composition.
IV. NUMBER.—Mental arithmetic; ciphering.
V. Form.—Lines and angles; superfícies; solids.
VI. NATURAL History.- Mammals; birds; plants.

VII. ELEMENTARY DRAWING.–For the cultivation of taste and invention; as an imitative art.

VIII. Vocal Music.—Singing; the notation of music.

IX. GEOGRAPHY.—A general view of the world; England and its colonies ; Palestine.

X. OBJECTS.— The parts, qualities, and uses of common objects; the essential properties of matter.

XI.- EDUCATIONAL LESSONS.—Principles of education as founded on the nature of children; on the government of children, and moral training; on subjects for lessons; on graduated instruction; on methods of teaching ; on writing and giving lessons. XIL. Physical EXERCISES.

First or Lowest Class.-Six Wecks. The stndents in this class are chiefly occupied in receiving instruction for their own improvement, with a view to their future training.

Morning. 8 15. The business of the day is commenced with a text from Scripture, and remarks. This is

followed by an educational motto, setting forth some principle or practice of education,

on which a few remarks are also made. 830. A lesson on Scripture. 9 15 Practice in singing pieces from "Hymns and Poetry.” 930. A lesson on objects, or the properties of matter. 10 30. Recreation. 10 45. Observing a lesson given to the children in one of the practicing schools by the suporin

tendent of those schools, 11 30. A lesson on language. 12 30. Dismissal.

Afternoon. 0. A lesson previously given in the preparatory or practising schools, examined as to its

object, and the method of giving it. 0. A lesson on number. 0. A lesson in singing and the notation of music, or in drawing, for the cultivation of tasto

and invention. 5 0. Walking exercise on Monday, Wednesday, and Friday. 5 30. Dismissal on Tuesday and Thursday.

Evening. 630. Scripture instruction, or analyzing lessons in “ Model Lessons." 7 30. Entering heads of lessons in note-books. 9 15. Dismissal.

Saturday. 8 15 A Scripture text and educational motto, as on the previous days. 8 30. Scripture instruction. 930. Gymnastics, under a drill-sergeant. 10 30. Scripture instruction. il 30. Entering heads of lessons in note-books. Note.-The afternoon of Saturday is a holiday for all the teachers in the Institution.

Second Class.- Twelve Werks. As the students now begin what may properly be called their training, more time is appropet ated to the principles and practice of early education.

Morning, 15. A Scripture text and educational motto as to the lowest class. 8 30. A lessen to the upper section of the class in geography, or on the principles and practica

of early education, and to the lower section on Scripture. 9 15. A lesson on number or drawing as an imitative art.

0. In charge of classes of children in the schools, or a continuation of the lesson on drawing. 10 45. A lesson on the principles and practice of early education. 11 30. Attending and remarking on gallery lessons given by students of the class 12 30. Dismissal.

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11. M.

10

4 5

月,,

Afternoon. 0. In charge of elasses of children in the schools. 2 30. Observing a lesson given to the children by the mistress of the infant school. 3 0. Drawing up sketches of lessons, or analyzing lessons in "Model Lessons,” or other exers

cises of the same kind. 0. Notation of music, or practising drawing. 0. Walking exercise on Monday, Wednesday, and Friday.

Evening. 6 30. A lesson on Scripture, or natural history. 7 30. Entering notes in daily journals. 9 16. Dismissal.

Saturday. 8 15. A Scripture text and educational motto, as in the other days of the week. 8 30. A lesson to the upper section of the class on geography, and to the lower section on

Scripture. 9 30. Gymnastics. 10 30. A lesson on Scripture. 11 30. Entering notes in daily journals.

Third Class.-Six Weeks. The previous instruction and practice of the students is now brought to bear upon the government of large numbers of children, and the time is chiefly employed as assistants in the schools, or in taking the entire management of one of the small practicing schools. When they are not sa employed, their time is occupied as follows, viz. : X. M.

Morning. 8 15. A Scripture text and educational motto. 8 30. A lesson on the principles and practice of early education, or on geography. 915. In the schools employed as general assistants. 12 30. Dismissal.

Afternoon. 2 0. In the schools as before, 0. Dismissal.

Evening. 6 30. A lesson on natural history or Scripture. 7 30. Entering notes in daily journals. 915. Dismissal.

Saturday. 8 15. A Scripture text and educational motto. 8 30. A lesson on geography. 930. Gymnastics. 10 30. A Scripture lesson. 11 30. Entering notes in daily journals.

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Time allotted to each subject of study. The following table exhibits the time weekly allotted in the different classes to each subject of study, and also the average weekly time.

First or
Second Class.

Third Avirage
Lowest First Second

Class. Weekly Class. Period. Perioul.

H. M. 1. M. H. M. H. M.1, M. J. General Improvement:-Scripture

8 30 7 0 7 03 45 6 34 Writing and spelling, reports of lessons, &c.

10 30 12 30 12 30 10 30 11 30 Language

6 15 2 15 0 01 0 0 2 7 Number and form

5 0 0 0 2 150 0 1 49 Natural history

0 0 3 0 3 03 0 2 15 Geography, including thc Holy Land

0 0 1 0 1 15 2 30 1 11 Objects

6 151 o 0 0 0 0 0 1 34 Vocal music

4 15) 3 0 3 0 0 0 2 34 Drawing

3 01 5 05 01 0 0 3 15 Gymnastics and walking exercise

1 0 1 0 1 0 1 0 1 0 II. Lessons on the principles and practice of eariy education 11 1512 30 12 45 3 0 9 45 HI. Practice in the Schools :-Taking charge of classes,

0 014 0 4 0 0 02 0 and afterwards of galleries of children Giving an opinion on the lessons of other teachers,

0 0 4 30 4 30 0 Giving lessons publicly

0 2 15 Attending as assistants in the schools

0 0 0 0 0 0/32 15 0 Having the sole charge of schools under inspection 0 0 0 0 0 0 0 010 13 Recapitulation :-General improvement

44 45 35 0131 45 20 45 31 Principles and practice of education 1 15 12 30 12 45 0 9 45 Schocl practice

0 08 308 30 32 15 12 15 Total number of hours weekly 56 0156

056

ol 50 056

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• Much time and attention are given to these journals, both by the students and those who instruct them, well as by the ladies of the Committee, to whom they are sent for examinatiou.

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It is deemed unnecessary to give any syllabus of the courses of ordinary in. otruction, but the following syllabus of lessons on the principles and practice of early education, is annexed, as it shows what is in some degree peculiar to this institution.

First Course, It is a distinctive feature at this course that the ideas are chiefly gained from examples presented to the students. The lessons are mainly explanatory of the examples.

I. Lesson on the daily routine of employment in the Institution. The instructions by the committee for students. General rules and regulations. IL Examination and analysis of lessons from “Model Lessons,” viz. :

Lessons on objects, Part I p. 61-93.

color, Part I. p. 149–157.
animals, Part I. p. 160-165.

number, Part I. p. 103–140.

Scripture Lessons, Part III. p. 1–28. III. Drawing out sketches of lessons on various subjects, after the example of those analyzed.

I.-On Objects. 1. On a shell or leaf, according to the model of a lesson on a feather. 2. Copper or iron

lead. 3. Tea or sealing wax

loaf sugar. 4. Vinegar or ink

milk 5. Recapitulation. 6. Parchment

paper. 7. Cloth

leather. 8. Pipeclay:

chalk. 9. Wood or rice

coal 10. Recapitulation. 11. A candle or hammer

lead. 12. A turnip or acorn

a rose-leaf.

honeycomb. 14. A bird or bee

a butterfly 15. Recapitulation.

II.-On Animals. 1. Sheep model-hare.

2. Goat model-cow.

III.-On Color. 1. The color blue. model-red.

2. Color yellow · model-green IV. Lessons in which “ Practical Remarks” form the text-book. V. On the art of questioning children, and on the different methods of giving

lessons.

The students afterwards draw out lessons in full, according to modely.

given. VI. On the best method of drawing out children's observation upon the objects

around them, and upon the circumstances in which they are placed, and

on fixing the knowledge so gained in the mind. VIL. The characteristics of yourg children that must be kept in view and acted

upon, in order to secure their attention, to interest them in their lessons; and to gain ascendency over them.

1. Love of activity. 2. Love of imitation, 3. Curiosity, or love of knowledge. 4. Susceptibility to kindness and sympathy. 5. Deficiency in the power of attention. 6. The love of frequent change. 7. The force of early association. 8. Disposition to repeat the means by which they have onec at

tained their ends.

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13. An egg

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VIII. On the senses, and the use to be made of them in early education.
IX. The gallery lessons given to the children of the preparatory or practicing

schools, as to the subjects, the manner of treating them, and their bear.
ing upon the education of the children.
First Preparatory School.-1. Form—1st step.

2. Color - 1st and 2nd step.
3. Size-1st step.
4. Actions—1st step.
5. Human body-1st step.
6. Objects—1st step.
7. Number— 1st step.
8. Religious instruction—1st step.

9. Sounds—1st step.
Second Preparatory School.-1. Form—2nd step.
2. Color-3rd and 4th step.
3. Size-2nd step.
4. Actions—2nd step.
5. Place-1st step.
6. Objects--2nd step.
7. Animals—2nd step.
8. Number—2nd and 3rd step.
9. Moral instruction-2nd step.
10. Religious instruction—2nd step.

11. Sounds—2nd step. X. A general view of the different subjects of instruction in the preparatory schools

, with a view to lead the students to draw from them principles and plans of teaching.

Second Course. L. Instructions on familiar or conversational lessons, and on the subjects chosen

for these lessons, in the preparatory schools. II. Analysis of lessons in “Model Lessons.”

1. Form, Part II. p. 150-226.
2. The human body, Part I. p

24-50.
3. A flower, Part II. p. 65–76.
4. Scripture lessons, Part II. p. 1-21.
5. Bible examination, Part II. P.

125-132. III. Drawing up sketches of lessons in writing, according to a giren model. first, singly, and then in a series or course.

Objects.
1. On sugar, after the model of the lesson on bread.
2. Spices and liquids
3. Leather and silk

cotton.

Animals,
1. On a tiger

Model-A pheasant
2. The elephant and the cat
3. Different kinds of teeth

Different kinds of feet

of animals.
4. Comparison of parts of a
quadruped and bird.

Hand and foot.
Scripture Illustrations.
1. The sun and the dew. Model--The rainbow.
2. Sheep-lion

The vine.
3. Fishermen of Galilee

The shepherds of Judæa.

Scripture Narratives.
1. On the Prodigal Son, and on Model --Joseph's forgiveness
2. The Brazen Serpent

of his brethren.

corns.

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A pig.

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