Journal of education, 1 avril 1865, Avril

Kiavrf.OMNI a JOURNAL OF EDUCATION r - .—Modern i>c ool Geography and Atlas — Cameron : Lecture on British Columbia.— Mom i ly Summary : Educational Intelligence—Fine Arts.—Scientific Intelligence.Miscellaneous Intelligence.—Necrological Intelligence.Statistical Intelligence.The ransomed earth rings out her Sabbath lay, In joyous chimes to greet the Easter Day.The Cherub Choir in Heaven’s Cathedral sing Their glorious welcome to the Easter King.M.EtHELIND KlTTSOH.(Gazette de Sorel.) SCIENCE.LITERATURE.X=> e differentia to require special attention.It would be out of place to enlarge upon or to illustrate these points ; their mention is all that ¦s now appropriate.He, however, who appreciates the nature and importance of his work will study so as to know the general chaiacter ind specialities of every child under his care and will conscientiously idapt his measures to each case.It is matter for gratulation that the jld-fashioned birch or taws for every delinquent, without regard to characteristics of the pupil or the circumstances of his delinquency, has gone out, and is among the things that were ; but discipline and pun-.shment may not safely go out, only they must be adapted to each rase needing them.A true estimate of the work to be done and of ¦ts vast importance, will awaken much thought and inquiry and will elevate at all points the character of the labouier.2nd.Skill and tact.—It is quite possible, as we all know, to have treasured up stores of knowledge and yet to be ill prepared to communicate it to others.Many most scholarly men are wretched teachers ; and not a few others who can communicate with facility, have no administrative ability.I am reminded of contrasts on these points supplied by classes in the University of Glasgow when I was a student.The Greek and Logic classes were presided over by Educators who were thoroughly furnished, were admirable in communication, and whose administrative ability was such that large assemblies of from ten hundred to ten hundred and fifty students were kept in perfect order.The class in mathematics on the contrary was taught by a professor, who while possessed of thoroughly accurate knowledge, failed to interest the students and equally failed to keep order.Hence it became a place of play rather than of work.It is so in schools.There are teachers who are in such sense educators that they have all under control : and the controlling power is not dread, but respect and love.Admitting that there are natural aptitudes in some, greater than are found in others, I cannot help thinking that much might be done in the matter of acquisition.Surely we may learn skill and tact.The physician does so, and especially the surgeon.One of the designs of our efficient Normal School system is to train up good workers in the department of education.There will always be certain original divers.ties arising partly from physical and partly from psychcological causes, but every one fatted at all for the post of an educator, may become fairly skilful.Indeed it is mainly the application to the work in all its departments of good sound common sense 1 3rd.Enthusiasm.—It need hardly be said in this presence that obtrusiveness, fussiness, noise, bustle are not meant, but a genuine, quiet, yet deep enthusiasm.I suppose this is more or less needful to success in any business in which men and women engage ; to the educator it is of vast moment.Not only does it inspire himself with the energy, the courage, the perseverance ever seriously taxed but always necessary, it also infuses the same element of power into the breasts of pupils.One has often occasion to mark the influence of this element of an educator’s character upon the plastic materials upon which he has to work.Pupils are borne along, puttiug forth unwonted exertions to improve, animated, they do not know how or why, by the enthusiasm of their teacher.With all their persistent requirements, strict discipline, and determination to be obeyed, such instructors are always favourites with their young charge.The very excitement is a pleasure, and the consciousness of progies3 and of acquired power is ever gratifying.Wayward as youth olten are, they are cheered and stimulated by the conviction that they are making advances.They do not love to stand still, they often rashly repudiate the slow, and hence rea.1 progress gladdens them.And they love the teacher who aids in this.I suppose the enthusiasm of an educator will depend very much, not only on the intensity of h.s temperament, but also on the depth of his convictions regaidmg the nobleness and importance of his work, and on his hopefulness as to the result.The desponding cannot be energetic—the downcast knows nothing of enthusiasm.Hence it must be admitted that devout confidence in God is a wonderful stimulus in the matter of a true enthus asm.He who works hard, believes firmly, trusts God, and feels sure of His blessing, ever cherishes the hopefulness which helps his enthusiasm in the performance of duty.In turning now to the claims of the Educator, one is brought at once into contact with a state of matters much to be deplored, namely : the façt, that the popular est mate of education is altogether unequal to its real importance.This defective estimate appears both in respect to education itself and to the educator.So far in favour of education all the community go cheerfully ; reading, writing and arithmetic are needful to getting a live'ihood ; but how little beyond th s do many regard as useful ! They who advance a step higner often grudge the time and expense of a good sound culture.Perhaps in mauy instances one might be satisfied with whatever can be effectively done up to fourteen or fifteen years of age, for then a large proportion of our youth must begin their apprenticeship to some chosen business : but how much is often lost for want of a thorough appreciation of the importance of FOR LOWER CANADA.47 education, prior to that age.And why should not a greater number of girls hare higher advantages beyond that age?They who feel a lively interest in these things are much gladdened by the steady progress of true and enlarged views in our community.We a.e not a little indebted to the respected president of this society and Principal of our University for this advance; he has been indefatigable in stirring us up to thought and action.Moreover the profession of the educator does not stand so high in public estimation as it ought.I think there is continual improvement in this particular also, but there is room still for advance ; but ot this more presently.1.The first claim of the educator is respect.—Children, boys particularly, are prone to use unbecoming libeity with the names and any peculiarities of their teachers.Every educator has his own idiosyn îacy which the young are quick to discover.If it be a matter out of which ridicule can be manufactured, that product is apt to appear.Now parents and friends should frown decidedly upon whatever interferes with true respect for the educator’s person and office.It may be very witty to caricature Dominic Sampson and to utter his repeated “ prodigious ; ” and doubtless there are peculiarities in us all on which a lively mimic may fasten for the amusement of his hearers, but such weapons are dangerous to that respect which ought to be enteitained for the educator.And surely all parents and the friends of education should studiously discountenance whatever has a tendency to lower the influence of this profession.Besides, the profession itself has a fair claim to a higher social standing than once obtained.This too is mending greatly ; but the true point will not be reached until it is regarded as one of the learned professions.It is one of them and should be popularly so regaided.Of course its members in order to obtain their true social standing must be in character worthy of the position now claimed for them ; tut such qualifications existing, their elevated position should be recognized.2.The second claim is co-operation.—Primarily is the educator entitled to the full co-oneration of the parents of his pupils.This is of supieme moment.Without it he works throughout at a disadvantage.What mischief accrues from the often petulance and sad unwisdom of parents ! An honest educator infoi ms a pai ent of certain defects in his chi d which need correction.This is done simply for the child s good that there may be co-operation at home, with the woik of the teacher at school.The foolish parent instead of being thankful for the honest and kind communication, eonnot.bear to have his cliildien found fault with, and becomes estranged from the teacher instead of giving to him increasing confidence.Not only is this ruinous to the pupil but most disheartening to the educator.Parental co-opeiation is surely a prima-y and most reasonable claim.The community generally may affo.d their co-operat'on by encouraging educators.They can do much by p.actica' sympathy—attending examinations—and a,ding well considered plans.In few things are our neighbours more to be commended than in their large and libera co-operation with the educator.They will band together and ex end largely in provid.ng suitable premises and apparatus for the effective conducting of educational movements.Throughout the United States you meet at all points with munificent proofs of the people's regard for the wo k of the educator.The educator has a fair ela m on all this in virtue of the vast importance to the community and to the nation, of his work.3.The third claim is liberal and prompt remuneration.—The liberal element must be judged of by the natu e and amount of work done, but from the lowest point of education to the highest we wou d have a gen°rous estimate of the educator’s c'aims to pecuniary recom ense.In few re'ations are grudgings and ha d bargains more re it's ve, or move an out age ou propriety than in this.If fees are not sufficient, the community in some form shou d make un the defie'erry.As I have already sa d, pre-eminent y here is the labourer wo tlrv of his hi e.And of all grudg'ng of expense, that for the sound education of one's children, seems the most unreasonable.And then, punctuality and promptitude in payment is a most reasonable cla m.I know not that one could express too st ong'y the grievous thought esness if not something wo se, of those who leave the educator, after his work has been fa thfully done, to seek again and again with hone deferred which maketh the heart sick, for his well earned pecuniary com rensation.4.Without enlargement I mention one other c'aim, name'y, to the ear of the community.—I th'nk our educato sshould have opportunities to s eak to us, and that we should cand dly listen to them.Our community affords sometimes the opportunity and gives the listening ear: but not with the earnestness and enthusiasm which become us.When a Teachers’ Association asks an aucf ence of us, it is on’v true policy as well as propriety to grant their request.Let us consider their plans and aid them in carrying them out, for they are Working for the ge- neral welfare.It admits of consideration whether more might not be advantageously done throughout the rural districts as well as in the towns to° bring the claims of the educator before the people, and to arouse their sympathy and aid in the great work in hand.These hints are intended more for parents and those who should be friends of the educator than for himself.Should they prove of the least service in promoting his work their utterer will be amply rewarded.ARITHMETIC.(Continued.) I hope the two preceding examples will sufficiently show that if the dividend and divisor be both increased or diminished the same number of times, the quotient will remain unaltered, only the remainder, when any left, has to be reversely increased or decreased.But if both the divisor and dividend are not proportionally increased or decreased, the quotient will give a propor- tionate difference.Example.3)24 24 2 8 quotient.3)47 16 quotient = 8 x 2 = 16 8)16 2)8 2 quotient.4)16 4 q.= 2x2 = 4 quotient.It would at this stage be, perhaps, out of place to dwell farther upon the properties and principles of rules.A more advanced stage, when the pupil’s mind is more fully developed, and he is better able to follow up with more advantage the theory of numbers, would be more suitable for farther unfolding and illustrating the properties of numbers.But he should now be sufficiently prepared for the application of numbers to some extent.To this let us now direct some attention, beginning with reduction.1.Make your pupils familiar with two or three of the tables of most common use ; and on these let them be so exercised that they shall not only know their different divisions and the relative proportions of denominations, but be able to change one denomination into another ; tell how many of one is equal to another; lmw many times one is more or less than another; how many tw>, three, &c., of one would be equal to another, or exceed it ; and by how many,—giving reasons for each answer, &e.The plainest language to be used—no technical term, unless well understood.2.When well familiarized with a table, propose very simple questions.Answer these yourself, explain how you got the answers, and the steps by which you passed from one part of the processes to the other ; the point at which you commenced the operation, and why; the mcessary steps taken; the succession of these steps—what step should be the first—the second —the third, &.C.,—why each must have its proper place in order to bring out the required answer and on obtaining the required result, why the answers must be correct—and how answers by different steps would not.&c.Immediately—make them explain to you in turn—with simple illustrations by themselves and by you in turn.Thus, continue the questioning and explaining reciprocally, till their answers and explanations tell that your training has effi cted your object, and has become to them an effect of THE UNDERSTANDING.3.Give them then simp'e exercises, reducing tables to their lowest denominations.Th s is a very good exercise to make them understand how to change one denomination into another. 46 JOURNAL OF EDUCATION But first exercise them fully on a reduced table.No book questions should yet be given.Questions in arithmetic are not generally sufficiently plain, nor sufficiently graduated for beginners.Take the following as first step examples and illustrations tor beginners : Measure of value.4 farthings=l penny, marked Id.12 pence =1 shilling, “ Is.20 shillings =1 pound, “ £1.Reduced.Farthings 4= 1 penny.Farthings 48= 12 “ = 1 shilling.Farthings 960 = 240 pence = 20 shillings = £1.Begin by making them repeat the names of the different denominations, thus, pounds, shillings, pence, farthings ; farthings, pence, shillings, pounds, &c., &c.; and continue the repeating till the memory has got hold on them.Then exercise them on their relative values, by questioning and repeating; and make relative values, and relucting from one denomination to another be well understood.Begin explaining and questioning in the simplest conceivable way ; so as to reach their understandings.The following wili be found simple and effective—if so worked as to carry the child’s understanding with you at each step.-First explain, by application, to your class, the meaning of the words you have to use, such as wo/th, price, value, &c., thus—I buy a book, a picture, or a ball, for one penny.To me then it is worth a penny, or four farthings, which are of the same value, by the tible, as a penny.But if I pay two pence for the thing, I would have, in farthings, to pay for it eight farthings ; if three pence, three times four, or twelve farthings, and so on to twelve pence = forty-eight farthings.Question them forward and backwards in this w iy—mixing explanations with your questions— till you are satisfied that the relative value of pence and farthings is clearly understood ; how four farthings are equal in value to one penny ; twelve farthings to three pence, twenty-four farthings to six pence ; and forty-eight farthings to twelve, pence or one shilling.Then, explain similarly the relative value of pence and shillings, thus, if twelve pence be equal in value to one shilling, then, twenty four pence will be equal in value to two shillings ; thirty-six to three ; forty-eight to four shillings, &c.The relative value of shillings and pounds comes last.This is to be explained in the same manner.If a pound is equal in value to twenty shillings ; then, two pounds are equal in value to forty shillings ; three pounds, to sixty shillings ; four pounds to eighty shillings, &c.Before proceeding to the second step of advance, put a number of promiscuous questions to test their knowledge of what you have gone over.If you have succeeded to your wish, then proceed to the next step : if not, go carefully over the ground again, and give a greater variety and latitude to your explanations and examples.Succeeding well here ensures success in teaching reduction.In the next step vary the training a little, thus,—how many farthings are equal in value to any number of pence you may mention, from one penny up to any number of pence you find they can work mentally with tolerable dexterity.Then reverse the process—how many pence are the same in value as any number of farthings you may name.Exercise them similarly on shillings and pounds.Give them then numbers and denominations promiscuously.This drilling will prepare them for slate exercises, such as the following : Farthings.Pence.Farthings over.Pence.Shillings.Pence over.16 = 4 0 24 = 2 0 18 = 4 2 38 = 3 2 26 = 6 2 54 = 4 6 39 = 9 3 72 = 6 0 48 = 12 0 85 = 8 1 Shillings.Pounds.Shil.over.Pounds.Shil.Pence.30 == 1 10 8 = 160 = 1920 49 = 2 9 10 = 200 = 2400 78 = 3 18 15 = 300 = 3600 105 6 5 25 = 500 = 6000 Farth.Forth.Farth.Farth.Farth.Farth.Farth.Pence.28 + 36 + 19 = 83 23 + 16 + 37 = 19 32 + 17 + 28 = 77 16 + 19 + 13 = 12 40 h- 25 + 36 = 101 29 + 35 + 4 = 17 Farth.Pence.Shil.Farth.Farth.Pence.Shil.Pence.16 + 19 + 30 = 1530 23 + 16 + 5 = = 81 3 fartl 10 + 40 + 27 = 1466 29 + 11 + 14 = =186 1 “ 14 + 35 + 16 = 922 15 + 45 = =555 0 “ Pence.Shil.Shil.Shil.Pounds.Shil.38 x 38 = 41 2 pence 73 + 5 = 173 45 + 105 = 108 9 « 47 + 13 = 307 72 x 200 = 206 0 tt 28 + 15 = 328 Farthings.Pence.Shil.Pence and farth- 97 = 24* 2 0 * 87 = 21* 1 9 I 427 = 106* 8 10 * 342 = 85f 7 1 2 571 = 142* 11 10 I 684 = 171 14 3 247 = 61f 5 1 I Pence.Shil.d.£.8.d.Shil.£.Shil.601) = 50 0 = 2 10 0 757 = 37 17 500 = 41 8 _ 2 1 8 299 = 14 19 750 = 62 6 = 3 2 0 420 = 21 0 872 = 72 8 = 3 : 12 8 1932 = 96 12 599 = 49 11 = 2 9 11 4567 = 228 7 Such exercises as these, graduated so as to suit the capacities of your pupils, are to be continued till a clear understanding of principles and processes,—of the regular sequence of steps,— why one step of the process must precede, or succeed another,— why another would not give a correct denominational value,— and when a right result is obtained, be able to give a reason, - is gained by them, in a short time they will acquire sufficient knowledge of the principles and sequent piocesses of the rule to enable them to apply them in all the higher rules.Let us now take avoirdupois weight as a very good weight for table-training, being so generally used.Avoirdupois weight.—16 drams = 1 ounce.16 ounces =1 pound, (lb.) 28 pounds =1 quarter, (qr.) 4 quarters = 1 hundred weight, (cwt.) 20 cwt.= 1 ton.756= 16= 1 pound.7168= 448= 28 pounds = 1 quarter.28672= 1792= 112 pounds= 4 quarters = hundred weight.573740 = 35840 = 2240 pounds = 80 quarters = 20 h.w.= 1 ton.Or thus: 1 ounce = 16 drams.1 pound = 16 oz.= 25G drams.1 quarter = 28 lb.= 448 ounces = 7168 drams.1 cwt.= 4 qrs.= 112 lbs.= 1729 ounces.1 ton = 20 cwt.= 80 qrs.= 2240 lbs.= 35840 oz.= 573660 drs.1.First, familiarize them with the divisions of the table, and the names of these divisions ; then with their relative places.2.When they know these well, explain to them their relative weights : that an ounce is as heavy as 16 drs.; or that 16 drs.is equal in weight to 1 oz.; or that 1 oz.and 16 drs.are the same FOR LOWER CANADA.49 in weight.A pound, 16 oz.and 256 drams, equal each other in weight ; that is, a pound equals 16 oz., and 16 oz.are as heavy as 256, 16 x 16 = 256 drs., &c.Go over the whole table in this way, questioning and illustrating till they, by answers, make it manifest that the relative weight of denominations is clearly understood by them.3.Then question them as follows : which is heavier 1 dr.or 1 oz.?If an ounce is heavier, how many times is it heavier ?Divide the ounce into sixteen parts ; to what would each part be equal in weight! If each part te equal in weight to one dram, how many would eight parts want of an ounce ?Then half an ounce would be the same weight as eight drams, would it?Then take a pound, an ounce, and a dram, and make them tell their relative differences in weight:—how many drams would equal pound ; how many ounces would be the weight of a pound ; how many would 6 oz., 8 oz., 12 oz., 15 oz., each, want of a pound iceight ?¦—Into how many divisions would you make a,pound, so that eacn division would be the weight of one dram?—Two hundred of these divisions, or two hundred drams, would they equal a pound in weight ?If not, how many more would you add to give the weight of a pound ?And so on.Take then quarters, hundred weights, and tons, and question them on each similarly.This will prepare them for the next step, viz., oral and slate exercises.Oral exercises.5 ozs.] C = 80 drs.7 “ > Are equal in weight, to how many drams ?J.=112 “ 12 “ ) (=192 “ 8 lbs.] 9 “ - Equal each of these in ounces.12 “ \ 2 qrs.1 3 “ I 4