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under the instruction of the assistants of the classes, and the children being grouped as below.

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Closely allied to the subject of Classification is that of Time-tables. A class having been formed, it is absolutely essential that some scheme should be drawn up for the guidance of the teacher as to the order and duration of his lessons. The drawing up of such a scheme in a tabulated form is called “constructing a Time-table;" and the successful working of a school will very

much depend upon the judicious arrangement of the subjects of instruction, and the regularity with which the plans laid down are carried out. In large schools it is particularly important that some classes should always be engaged in lessons which can be performed in comparative silence, to prevent undue noise and confusion in the

It is also advisable that the length of any lesson should not be such as to weary those who are engaged in it, and due regard ought to be paid to the comfort of the children by allowing them every variety of posture which is consistent with the general discipline of the school. The daily scheme of instruction should also provide for specific lessons being given by the master

room.

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himself. It was formerly a common fault in schools for the master to think his only duty was that of general superintendence; and beyond a few minutes' occasional teaching as he passed from class to class, his own personal instruction was often considered almost unnecessary. The order of the school should be chiefly in the hands of a well-trained pupil-teacher or monitor, allowing the master to devote most of his time to actual teaching. No day should pass without his giving at least four entire lessons, chiefly to the upper classes. .

Time-tables, a selection from which will be found in the Appendix, have been recently published at the National Society's Depository. They are intended as models generally applicable to schools, but are not meant to supersede any other arrangements which may have been found to work well.

4. Rules of Admission, &c.—The co-operation of parents in the education of their children cannot be too strongly

The schoolmaster is only a substitute, because parents do not generally possess the ability to teach, or, if they do, cannot command the necessary time. It must however be remembered that, when the child is handed over to the teacher, the responsibility of the parent by no means ceases; on the contrary, it should be kept alive by every legitimate stimulus. Unfortunately amongst the poorer classes, so much prejudice and misapprehension are to be found, that parents often manifest an adverse feeling to the schoolmaster, and consequently very much impede his efforts for the improvement of their children. In such cases much may be done by a friendly visit from the master, who however on such occasions must be careful to maintain a conciliatory manner, and

and to bear patiently with ignorance and caprice. Rules or hints (of which the subjoined are a specimen) are in many cases issued

insisted upon.

for the use of parents, with a view to securing their hearty co-operation in carrying out the regulations of the school :

RULES

To be observed by the Parents of Children attending the National

School at

Parents who wish to get their children admitted into the above-named school, may do so by applying to the Master on any Monday morning, at a quarter before 9 o'clock.

Parents are requested to pay particular attention to the following rules :

1. The children are to assemble at the school on every weekday morning at a quarter before 9, and every afternoon at a quarter before 2 o'clock, except Saturday, which is a holiday.

2. On the Sunday the children meet in the morning at and in the afternoon at o'clock.

3. The school-hours are from 9 to 12, and to 5, in the summer; and from 9 to 12, and 2 to 4, in the winter.

4. The children must be sent to school clean and neat in person and dress.

5. No child may stay from school without leave from the Master.

6. Leave of absence will be readily granted, either by application personally or by note; this application must be made before, and not after, the child absents itself,

7. If any child come late, or be absent, a ticket of suspension will be sent, requiring a reason from the parent.

8. If the ticket be disregarded, the child will not be allowed to attend the school until a satisfactory answer has been given by the parent.

9. Every child must bring a week, to be paid in advance every Monday morning: if there should be three children in one family desirous of attending the school, the third will be admitted free.

10. No child will be admitted under the age of six years. N.B. No child will be admitted until it has been vaccinated.

In constructing Time-tables for mixed schools, care should be taken to arrange the subjects in such a manner that the girls, who are supposed to be taught with the boys in the morning only, may receive a tolerably complete course of instruction.

In order to compensate as much as possible to the girls for the additional progress which the boys may be expected to make in the afternoon, certain lessons may be given to the girls in a separate division of the class. For secular reading for the mixed classes during the morning, it is advisable to use a book containing detached pieces; while in the afternoon the boys may read some continuous narrative,-for instance, English History. It is presumed that in most mixed schools the girls' sewing can be taught in a separate apartment; but, where this is not practicable, the girls may be allowed to

occupy

the
squares

and the boys the desks. A curtain may also be used, or a framed partition, as recommended at page 2.

Each class should have its part of the general timetable written out and pasted inside the cover of the classbox, and the teacher or monitor should be required to act in strict accordance with its directions.

Besides a time-table setting forth the subjects of instruction and the duration of the lessons, every school should have a graduated course of study laid down, defining how far each class may proceed in the different subjects taught in it; and the master will do well to observe that his monitors, or assistants, confine themselves to the prescribed limits. It is the habit of all young and inexperienced teachers to hurry on to the more difficult parts of a subject before the rudiments or first principles have been thoroughly mastered.

The following graduated scheme of instruction for a school of six classes may be of some assistance to those who are disposed to follow the plan here recommended:

GRADUATED SCHEME OF INSTRUCTION FOR A SCHOOL OF

Six CLASSES. *

First Class.
Read Old and New Testament.
Catechism, with Analysis and Scripture Proofs.

Questions on the Order for Morning and Evening Prayer. (Archdeacon Sinclair.)

Arithmetic, including Proportion, as far as Vulgar and Decimal Fractions inclusive.

Secular reading; English History.
Parsing simple sentences; Easy Composition.
Grammar and the Derivation of Words.
Mathematical, Physical, and Political Geography.
Vocal Music; Linear Drawing.

Second Class. Read Patriarchal History and the Gospel of St. Matthew.

Catechism, with Analysis and Scripture Proofs, and Liturgy.

Arithmetic, as far as Proportion.
Secular reading, with Dictation.
Parsing simple sentences; Definitions of Grammar.

Geography of Europe, England, and Wales, and Palestine. Linear Drawing; Vocal Music.

Third Class. Read the Gospel of St. Luke.

Catechism, with Scripture Proofs, as far as the Lord's Prayer. (Sinclair.)

Easy Scripture History ; Lives of the Patriarchs.
Arithmetic, including the Compound Rules.

* A scheme for three or six months' instruction, limiting each subject, might be arranged. See Appendix E.

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