Sidebilder
PDF
ePub

distorted and weakened in its applica- | sound one which did not result in this

character. Again, we turn our eye to the training college; and passing on from some such institution to the sphere in which its pupils labour, is not the scene that we constantly see not unjust

tion by a disproportioned cultivation, for it was not created to stand alone, it is as much part of, and dependent on, the other portions of the man as the wall depends on the buttress and the roof, before it is fitted for its permanently described in the following words? end; and thirdly, the whole being is materially injured, so as to produce rather a mass of ruins lying in heaps around an attenuated column in the centre, than a fair and proportionate temple, which is to be the residence of God in time and eternity. There are too many illustrations of the truth of this all around us; and whether in the education of the rich or the poor, the university, the public school, or the training-college, we are continually called upon to witness the result of a one-sided education, in the great want of elevated tone in those that come from them.

Our public school-boys, in two many cases, affect that position of superiority and indifference to those around them which the whole experience of the longest life does not enable the man to realise as his true position. Courtesy to the passing stranger, deferential respect to the aged or holy, gentle forbearance to the faults of others, high-minded generosity, reserve and almost unconscious self-denial, and the bold recognition of the homago due to God, are the essential virtues of a perfect man, and describe all but the contradictory of the common type of the public school-boy amongst us; and yet no one in his senses could imagine that any system of education was a

A clergyman in some remote agricultural district has got floating before his mind the ideal of some hundred or two children of his poor formed on the mould of modesty, affection, respectfulness, and contentment, which are so essentially features of the Christian character. With his own hands full, he sends for a schoolmaster from a training institution; he is pained, perhaps, at the first interview with an appearance of conceit and independence in his future assistant which creates alarm. In a short time a strong conviction seizes his mind that while the children are being taught the higher flights of grammar, geography, and arithmetic, while the clever are made precocious and the forward tyrannical, there is a lack of anything like moral tone or social regard; and those amongst them who show a tendency for modesty or reserve cower neglected in a corner, their affections unappreciated, and their hidden feelings disregarded. These phases of character are attributable to the strong tendency around us to educate the intellectual, to the neglect of the social, moral, and religious portions of the human being; to the developement of the rational part at the expense of the imaginative, the pathetic, and the sensitive. The Christian Student.

[merged small][merged small][ocr errors][merged small]
[merged small][subsumed][merged small][merged small][merged small][merged small][graphic][subsumed][subsumed][subsumed][graphic][subsumed][subsumed][subsumed][subsumed][graphic][subsumed][subsumed][subsumed]
[graphic][subsumed][subsumed][subsumed][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small]

Correspondeure.

SIR,-Your correspondent J.B.R. asks the opinion of his brethren on the effect of "Long Holidays" and the possibility of dispensing with them. We are far from thinking J.B.R's hypothesis correct when he speaks of the "dissipating effect" of what he calls "long holidays," but suppose it to be an imperative necessity that both the corporeal frame and the mental powers of a teacher have some relaxation. For instance; the master of a crowded school in some densely populated neighbourhood, devotes seven hours daily to his school and during that time labours with an entire concentration of his energies and power of body and mind on his work. His position, his own intellectual desires, and perhaps his government connection, render it necessary that four or six hours daily out of school be spent in hard study. In addition to this, if he fulfil his duties well, he will be round visiting absentees, seeking the co-operation of parents in the correction of evil tendencies and in the developement of that which is "just and right." Besides this there is the preparation of lessons, various scholastic duties have to be performed and, if the school be subject to Government inspection, the daily training of pupil teachers devolves upon him. Does not such labour as this need relaxation, for Saturday is frequently the most busy day of the week? Humanity alone dictates the reply; and yet how is a teacher to have recreation, but by a "long holiday."

But we think that few teachers will be found wasting their recreation, either in mental stagnation or dissipation; for, it may be asked, are books and schools the only source of wisdom and knowledge, and the only means of culture? Is it from them only that noble thought and feelings can emanate? Has the tomb of the Poet or Philosopher; has the beauty of English or Continental Scenery no power to elevate the mind and create a taste for that which is beautiful? If it were so, then might your correspondent's complaint of those who occupied their vacations in "visits to remarkable battle-fields," or in "pleasure trips up the Rhine," be just; bnt surely to the refined mind, there is a claim and an advantage in such visits, which books and schools cannot impart. True, it is, that few teachers can afford such luxuries; but in those who can, nothing is more praiseworthy, than to make a sacrifice for a recreation so rational and intelligent. Moreover, we believe, that if your correspondent could take a Custom-house officer's view of his brother's carpet bag, he would see therein, some choice book or books, designed as the companion of his recreation; proving that an active and studious mind, is never uselessly employed.

And it may be asked, have teachers alone, no social feelings to cultivate, and no friends, in whose society they delight? Is there no teacher whose widowed mother looks forward with anticipation to the vacation? And have not all of us yearned for the holidays, that we may both enjoy the company of those we love, and recruit our health? Is it right that those who are to direct and influence the feelings of others, should be prevented the exercise of their own? For as the teachers of youth, we should remember that the chief object of all Education, is "to make good men ;" whose goodness will be principally felt in social life.

These remarks as far as they apply to the necessity of relaxation and repose, are equally adapted to teachers and children. We know that holidays give children more time for street playing; this, although a great evil, is capable of being over-rated, for it is found that parents are ever ready to employ their children during the recess, "to keep them out of mischief;" and in some districts, holidays are really necessary during certain periods of the year.

Your correspondent thinks that the consideration of loss of health, which would be consequent upon the "relinquishment of long holidays," does not apply to the children, because of their short stay at school, their irregular attendance and frequent relaxation before and after school hours. But this argument at once implies that such a relinquishment would certainly affect the health of the teacher, since his attendance is permanent and regular, and would, if your correspondent's suggestions were adopted, be entirely destitute of repose and relaxation. We can only understand J.B.R., by supposing his idea of a teacher's duty to be, to deprive himself of all rational and necessary change, and thus bring a useful life to a speedy close. Surely, it is far better to preserve the health, and reinvigorate both body and mind, by "long holidays," and thus prolong usefulness, and secure vigour in the daily working of our schools.

How truly does all this apply to those, who are, or will be, public teachers; the prospect of such would be, that coming into the sphere of actual life, at the age of six or seven years, they shall thus accomplish a greater amount of work, and do it better.

A SCHOOLMASTER.

SIR,-I beg to submit the following as a reply to a correspondent, who enquires in your last number for a method "to find the Time, in Compound Interest, when the Principal, Rate per Cent, and Amount are given."

The Arithmetical Proposition for Compound Interest is, that, £1: its amount, for any number of years: any principal: its amount, for the same time. This, when converted into an Algebraical Formula, becomes

[blocks in formation]

where A Total amount; P= Principal; R = Amount of £1. for 1 year; and n Number of years. In your correspondent's example we have the following data: A = £5 = 100 shillings; P = 5 shillings; and R, (which is the amount of £1 for 1 year at 5 p.c) 1:05; required n.

Now A= : PXR";
Then Ra A

i.e. (105) = 100 = 20.

Now since this is the amount which 1.05 would produce if involved to the power denoted by the number of years, it follows that if we multiply 1.05 into itself, until we produce 20, we shall obtain the number of years which in this case, is 61 nearly. Or (which is much easier) if we look in the Compound Interest Tables, for the number of years opposite to 20, in the line of 5 per cents, we shall find it to be nearly 614.

Your correspondent will see that this process does not enable us to determine the value of n directly, but only by the method of supposition or trial. He must remember, however, that neither in Arithmetic or Algebra, do we profess any direct method of determining the value of an index.

This, however, is easily remedied by the use of Logarithms; thus

[blocks in formation]

which is, therefore, the Time it will take 5s. to become £5., at 5 per cent per annum.

8. S. LEES.

Educational Intelligence.

:

THE SOUTH STAFFORDSHIRE AND NORTH WORCESTERSHIRE CHURCH OF ENGLAND SCHOOLMASTERS' ASSOCIATION.-The first annual meeting of this Association was held at Dudley, Oct. 23rd. Its chief objects are as follow:To provide a regular course of instruction by means of paid lecturers and teachers, or otherwise, as the improved course of education recommended and required by the Committee on Council on Education may suggest; and to establish a library by means of contributions of useful works, grants or donations of money for that purpose: towards the accomplishment of these ends the Masters of the National Schools in the above district have united, and have hitherto, at considerable personal cost, availed themselves of the weekly lessons of a clergyman connected with a grammar school, in algebra, mathematics, &e., and have spent several hours of each Saturday afternoon in self-improvement in these and other subjects of instruction and discipline required by the advanced standard of education. In order more fully and efficiently to carry out these highly desirable and equally necessary efforts of the masters, the clergy and other friends have kindly lent their aid, at the solicitation of the masters, in the formation of a more extended, and we sincerely hope, more permanent system of instruction, which is conducted under a Committee of management of clergy and masters.

« ForrigeFortsett »