ORGANIZATION. The following Time Table may meet the wishes of our Correspondent, whose School is chiefly composed of "short timers" who come alternately by the month, mornings and afternoons. Under these peculiar circumstances some things are in danger of being omitted. A little care and tact will be necessary, for instance, that Grammar may be brought in profitably during the Reading Lesson. 9 to 93 92 to 102 10to1111 to 12 2 to 22 to 3 3 to3 3 to41 4 to 42 Bible Arith the Master's option. Geography, History, Drawing, &c., at the remainder engaged in Grammar, Short-timers writing every afternoon : DAYS. Secular Dicta MONDAY. Lesson. metic. Play. Reading| Lesson. Play. tion. Arith- A Correspondent wants a "Time Table" for Pupil Teachers in the third year, allowing one hour in the morning before School, and half an hour at noon. N.B.-Weekly exercises should be given out in Composition, Notes of Lessons, &c.; and if half-an-hour can be spared during the collect.ve lessons, for instance, the Pupil Teachers might employ it in answering questions on paper. Mensuration. GENERAL EXAMINATION OF CANDIDATES FOR (MASTERS.) CATECHISM, LITURGY, AND CHURCH HISTORY. SECTION 1. 1. Write out the definition of a Sacrament from the Articles and from the Catechism. 2. Show what is the office of Sponsors in the words of the Catechism. 3. What is said in the Catechism concerning the duty and benefit of Prayer, and in what appropriate part of the Catechism does it occur? SECTION II. 1. Write out the order of the Daily Service for Morning and Evening. 2. Write out three of the Collects for Particular Sundays or Holidays, and show their appropriateness. 3. Explain the title "Common Prayer," and give a brief historical account of the Book of Common Prayer, mentioning (a) the sources from which it was originally compiled, and (b) the changes which it has undergone, with dates. SECTION III. 1. What is asserted concerning the Church in our Articles? Give proofs and illustrations from Holy Scripture. 2. How far, and on what grounds, is the authority of General Councils recognised in our Articles? Name the first four general Councils, with dates, and give a full account of the earliest. 3. Write out the Article on Justification, and prove it from Scripture. SECTION IV. 1. Give a full account of Augustine's mission, and its consequences. 2. Against what portions of contemporary ecclesiastical doctrine or usage was the English Reformation chiefly directed? 3. Describe the progress of the Reformation in Scotland. SECTION V. I. What do you mean by the Eastern and Western Churches? What caused their separation? What nations at this day belong to the Eastern Church? 2. Give a brief historical account of the Huguenots. 3. Explain from history the fact that Holland is at this day a Protestant, and Belgium a Roman Catholic country. GRAMMAR AND ENGLISH LITERATURE. SECTION I. 1. Give definitions of a Noun, Verb, Participle, and Adverb, and illustrate them by examples. 2. Give examples of the Participle used as a Noun, and Adjective; and as employed to form the present and past tenses of active and passive Verbs. 3. Enumerate and account for all the different modes in which English Adjectives may be compared, with an example of each. SECTION II. 1. Correct the following sentences and explain their errors : a. Much does human pride and self complacency require correction. b. Man's happiness or misery are placed in his own hands. c. From the character of those who you associate with will your own be estimated. d. Between you and I things will not happen as they expect. 2. Parse the words printed in italics: In sooth, I know not why I am so sad; It wearies me; you say it wearies you; But how I caught it, found it, or came by it; What stuff 'tis made of, whereof it is born I am to learn; And such a want-wit sadness makes of me, That I have much ado to know myself. (To be continued in the next Number.) No. 6. PAPERS FOR THE SCHOOLMASTER. AUGUST 1, 1851. The Principle of School Government. The management of a School is the first great difficulty which awaits the Schoolmaster when he enters upon his calling. In the affairs of his little kingdom he has to combine functions which are deliberative, judicial, and executive. He has to make choice of a principle by which to govern; to frame laws consonant with its spirit; and to carry them out when made with calm and steady resolution. The Master will look on his School and see within it a variety of tempers and dispositions; and what governing principle, he will ask, is there so comprehensive, as to allow him to hope that in all cases, when wisely and thoughtfully applied, it may be successful. Before he can attempt to teach, he must have obtained order, obedience, and attention. To a certain extent, these may be procured by mechanical means. Drill may obtain discipline; fear may extort obedience; and unwearied exertions, acting through well-adapted arrangements, may gain attention. But yet the Master will feel a deficiency; the result is neither satisfactory nor trustworthy; something there is hollow and unsafe about the whole; there is nothing in it of willingness on the part of the children. The Master feels himself a constant sentinel over the actions of his children. His suspicions are always awake. He is compelled to keep strict watch and ward, lest unnoticed offenders should betray the imperfections of his government. On the one side is exhibited restless and uneasy vigilance; on the other, too often, a constant attempt to evade it. There is no sympathy or co-operation between the Teacher and the School. But how can this co-operation be secured? Is punishment likely to be an effective agent for this purpose? Too often the Teacher punishes for his own sake; and the child obeys from an equally selfish motive. All this is the reverse of co-operation. So long as punishment is connected in the child's mind,—and children have quick intuitions on these points,-with the notion of annoyance received or anger entertained by the Master, it will be worse than ineffectual. It will estrange the child from his instructor, who will, for the most part, be viewed as an arbitrary tyrant; while there will mingle with the child's feelings a sense of ill-treatment, and perchance of injured innocence, which cannot but prove hurtful. Punishment, whatever be its nature, must be made to appear simply as the result of ill-doing,—the earned wages of wrong actions; in awarding which the Master is only the sorrowful agent. Whenever it is necessary, it must on the Master's part be divested of all 'self'; and the boy should see distinctly that his own amendment and wellbeing is its real purpose. Authority is indispensable, and must be attained. It may rest merely on the principle of fear. But this substratum will prove an unkindly soil; one on which we can rear no pleasant flowers. Order and attention may be enforced, but no real moral habits are formed; or the child is trained to act from the lowest motives, and such as will fail to direct him when the Master's eye is withdrawn. Education should take within its view the period when the child is left to his own self-control; and it is useless to appeal merely to impulses which will then cease to act. Besides this constant appeal to his lower nature will loosen at their roots all right principles of conduct, and only undermine that true, strong, and right-hearted character, which it should be the Educator's aim to build up and consolidate. But since authority must be sustained and obedience enforced, have we no better and more powerful principle than fear to work with? When we have to deal with human hearts, must we fall below the level of the Arab's dealings with his horse? Must we solely have recourse to the lower part of child-nature? Are there no higher and more generous feelings out of which we may gather a spell of power? Is the true secret of all School-government, the solid basis of all Education, to be found in fear? We think not. It was not so with the Great Teacher, and yet He taught with authority. Even when men dared not to ask Him any more questions, it was from a consciousness only of their own insincerity. When perplexed as to the details of School-government, let us recur to the details of a higher government. Let us consider within ourselves what principle we have there found most constraining, and then carry it out in our treatment of those confided to our charge. In our deliberations as to the adoption of a ruling principle, and one best calculated to secure a willing obedience and co-operation with our endeavours, we shall not be far wrong if we first remember that we too are "under authority"; that there is One who is our Master; and that to those who have become as little children in the Kingdom of Heaven, no mandate is so powerful, and no fear so compulsory, as the whisper of the gentle and wondrous accents-"If ye love Me, keep My commandments." This, then, is the master-principle which should pervade our School-government, and find expression in our whole School-lifethe principle of love. Endeavour rather to win than to coerce the child's will. Always, where it is possible, direct his conduct through his higher and more generous feelings; an habitual appeal to force and fear can only tend to destroy all better elements and instincts of child-nature, and to wear out all right motives and principles of action. Let it be seen that the real purpose on which you are bent, is the child's good and happiness; so will you inspirit his efforts and win his confidence. The kind word and the smile of approval are never lost on the fresh and open heart of childhood. The interest which is shown in the play-ground amusements, will make the School-work more hearty and cheerful. All means for putting yourself into sympathy with the children should be seized, and will assist you in gaining that personal hold and influence over them which is indispensable to success, and which no mechanical system or mere intellectual power can supersede. Realize, then, the principle of love which the Master should take with him into the School-room, and it will breathe fresh spirit and energy into your daily occupation; it will invest the purpose of your life with new interest; it will give point and unity to your efforts; and while mere instruction may be communicated on the principle of fear, it alone will enable you to work towards the great moral ends of real Education. "THE THEORY OF ELLIPSES. Collective teaching has an advantage over the individual method, and oral over book-teaching, which most persons are able to appreciate. The superior and controlling mind of the Teacher is brought into more immediate contact with those of the children; interest is more easily aroused, and attention more closely sustained. A natural sympathy is created, associated with an active but more controllable emulation. On the book and rote method numbers make a class unwieldy; but upon the simultaneous method every additional child |