to remain treble or quadruple that time, | and extensive culture in the teachers and that too up to years of riper youth, selected, while in the other the inwould require very different treatment struction given would be necessarily so at the hands of the legislature in every-limited to the simplest elements of thing pertaining to education. In the knowledge, as to require for its commuone case the studies of the pupils might nication men of humble views rather properly be both varied and compre- than large attainments."-Report of hensive, and such as to demand refined | Irish Education Board. THE CONCEPTIVE FACULTY. "What is termed the 'Use of the Globes,' and which, if we are speaking of early education, might be called the abuse of them, affords another instance of that mistaken practice which, while it offends nature, actually shuts out intelligence from all but the most actively intellectual minds. Instead of placing before the learner, in the first place, the palpable, visible, and picturesque facts of physical astronomy, and physical geography, and which few children would fail to listen to with delight; the Teacher, book in hand, or forcing the book into the hands of the learner, afflicts him in some such style as this "The Colures are two great circles, imagined to intersect each other at right angles in the poles of the world: one of them passes through the solstitial, and the other through the equinoctial point of the ecliptic, whence the first is denominated the solstitial, and the second the equinoctial colure. This last determines the equinoxes, and the former the solstices, &c. &c. Such is the style in which mere children are sometimes introduced to the sciences, and thus are alienated from subjects in which they might have found pleasure. The paragraph just cited occurs on only the sixth page of a much-used school book, and if rendered into Dutch or Chinese, would scarcely prove less beneficial to thousands of those who, in their sorrowful school days, learn, repeat, and instantly afterwards forget it. It is not that the technical parts of the sciences should not be learned; but they should be kept out of sight until after the mind has become familiar with the visible realities to which they relate. A description of the earth, combining many topics, separately treated of in five or six sciences-that is to say, astronomy, geography, geology, hydrography, mineralogy, meteorology, and, to some extent, natural history, affords as good an opportunity as we can anywhere find for calling the Conceptive faculty into play, and for enriching it with splendid ideas. What we want, in the training of this faculty, is to accustom the mind to stretch out from the boundary of things actually seen, and to give itself a sort of intellectual ubiquity, by that effort which realizes remote scenes as analagous to surrounding objects; and yet as unlike them. A child is to be led on, until he breaks over his home horizon; he is to be exercised and informed until he can wing his way, north or south, east or west; and can show, in apt and vivid language, that his imagination has actually taken the leap, and has returned-whether it be from the tempest-rocked Hebrides, or the ice-bound northern ocean; from the red man's wilderness of the West, or from the steppes of central Asia; from the teeming swamps of the Amazon, or from the sirocco deserts of Africa, or from the tufted islets of the Pacific, or from the heaving flanks of Etna, or the marbled shores of Greece."-Taylor's Home Education. To the Editor of the "Papers for the Schoolmaster." SIR,-I should be very thankful to any of your correspondents who would favou the best method for teaching a mixed class of boys. The School is a mixed one of girls; and in the morning they are together, but in the afternoon they are sepa girls are at needlework. Then the first class is made up of the 1st, 2nd, and 31 which, of course, vary much. I remain, yours, &c., January 9th, 1852. A PUPIL-TEA CHALK MAP DRAWING. To the Editor of the "Papers for the Schoolmaster." SIR,-In answer to the request made in your January number on the subject Map Drawing, I beg to submit the following as the result of considerable experien In the first year of my apprenticeship as Pupil-Teacher, I received instruction important element of a Pupil-Teacher's education. The first thing to be done in le draw a map from memory, is to construct some plain figure, the angles of which sh when applied to the map, on some of the principal features of the land. Experie ever, has taught a great deal with respect to the choice of figures to be used. At fi a practice with me (and my fellow pupil-teachers too), to use a triangle to assist in England; in which the angles fell upon Berwick-on-Tweed, Land's End, and North Similarly a rhomboid was used for Ireland. But here a difficulty was found in dra figure intended to assist; the result has been, that the pupil-teachers of the school I teach, have abandoned the use of those irregular figures for squares; although, instances, a triangle in connection with a square may be made available; in which sides of the triangle are easily determined, as they may be made to bear a definite p to those of the square. Numerous other points besides these on the angles ma accurately determined, by being one-half, one-third, one-fourth along the side square. England affords us an example in which a triangle in connection with renders great assistance; the sides of the triangle being equal to those of the sq square and equilateral triangle constructed upon a line joining the Northern extr Cardigan Bay and the North West corner of Norfolk, gives a frame work upon whic may soon learn to draw England with all its counties; anything beyond this can be put in with ease. Placing this framework upon a map, the base of the triangl the points before-mentioned, the vertex of the triangle will fall just below Ber Tweed, the south-west corner of the square just below Plymouth Sound; while th east corner marks nothing definitely. A few other important points are deter follows:-Walney Isle in the point of bisection of the west side of the triangle; Head on the point of bisection of the West side of the square; just opposite, the T little below the Half-way; in the centre of the square, the north-east corner of W But to enumerate all the points that may be strictly and accurately determined endless: they may be easily found by the pupil, and as easily remembered. Scotland, Ireland, Europe, Asia, North America, Palestine and St. Paul's Tra done with squares exclusively. The following Candidates would have obtained Queen's Scholarships, b the restriction on the number which the Training College was allow admit: First Class.-W. White, G. Ayres, J. R. Rockett, J. Graham, J. B. J. Bond, W. Smith, J. Hill, A. Cooper, F. Tucker, H. Edsor, E. T. Step and T. C. Hatton. Second Class.-J. Wood, H. Howard, F. Cole, W. H. Salome, J. Kay H. Robins. 3. "They, who to states and governors of the commonwealth direct their speech, high court of parliament! or, wanting such access in a private condition, write that which they foresee may advance the public good; I suppose them, as at the beginning of no mean endeavour, not a little altered and moved inwardly in their minds; some with doubt of what will be the success, others with fear of what will be the censure; some with hope, others with confidence of what they have to speak. And me perhaps each of these dispositions, as the subject was whereon I entered, may at other times have affected; and, likely, might in these foremost expressions now also disclose which of EUCLID. SECTION I: 1. If from the ends of the si triangle there be drawn a strai to a point within the triangl shall be less than the other two the triangle, but shall contain a angle. 2. In any right angled trian square which is described on sub-tending the right angle is the sum of the squares describ the sides which contain the righ 3. If a straight line be divi any two parts, the squares of th line, and of one of the parts, a to twice the rectangle containe whole and that part, together square of the other part. SECTION II. 1. If in a circle two straig cut one another, which do n pass through the centre. they bisect each other. 2. The diameter is the straight line in a circle; and of others, that which is nearer to tre is always greater than more remote: and the greater is nearer to the centre than the le 3. To inscribe a circle in a square. SECTION III. 1. In a right angled triang perpendicular be drawn from t angle to the base, the triangles side of it are similar to the triangle and to one another. 1. What is the area of a room 16 ft. 7 in. long, and 13 ft. 5 in. wide? Prove each step in the operation and interpret each in the result. 2. There is a goblet of gold the price of which is £100. What would be the price of a similar goblet which would contain twice as much? The thickness of the gold in the two goblets is to be the same. 3. A circular ring is to be constructed with a given quantity of iron so as to have a given surface; the section of the iron of the ring is to be square; determine its dimensions. Give Scriptural authority for each clause in answer to this question in the Catechism; and explain the three last clauses as you would to a class in your School. 2. "My good child, know this, that thou art not able to do these things of thyself, nor to walk in the commandments of God, and to serve Him, without His special grace; which thou must learn at all times to call for by diligent prayer." Explain this passage from the Catechism, and show that it rests on the authority of God's word. SECTION II. 1. Write down the first six clauses of the General Confession, and give Scriptural illustrations of them. Why is it called the General Confession? Why is the confession of sin properly made the first act of public worship? 2. Into what four principal parts is the Litany properly divisible: what supplications belong to these four parts respectively? 3. "In all time of our tribulation; in all time of our wealth; in the hour of death, and in the day of judgment, Good Lord deliver us." Why need we pray for deliverance at these times; and what scriptural ground have we for hoping that our prayers will be heard? SECTION III. 1. What is recorded of the diffusion of Christianity in the first ages of the Church? 2. Give some account of the persecutions of the primitive Church? 3. Give some account of the divisions or schisms of the early Church. Distinguish between a schism and a heresy. SECTION IV. 1. Who were the most remarkable of the martyrs of the early Church? Give a more particular account of one of them. Printed by G. Norman, 9, Clarence Street, Cheltenham. |